Professional Learning Record

Name: Julia Peterson

Part of your development as a professional is to engage in learning beyond your coursework and your CSL/practicum experiences. One of the Standards of
Practice is the “Commitment to Ongoing Professional Learning”. After attending a professional learning community session at the Faculty or in your schools and
the community, take a moment to reflect on the learning that took place.

Date Title Location/Presenter Description* Learning: Key points

Sept. Community Zoom/ Ama Ouattara Information on how volunteering works -you get a certificate as proof of
14/21 Service aouattar@uottawa.ca at uottawa volunteering
Learning -you can put it on your resume
-good learning opportunity
Sept. Ophea: Zoom/Andrea Haefele Where to find health and PE lesson -some are paid and some free
14/21 curriculum andrea@ophea.org plans -created by educators for educators
consultation -it follows the curriculum
Safety.ophea.net  COVID safe
protocols for physical activity
Sept. Indigenous Zoom/ Linda Radford Virtual Indigenous walk - a lot of the teachers sent to residential
14/21 Walks and Jaime Morse schools were trained at uottawa
-paddles represent direction, without a
paddle you can’t steer the canoe
-integral in the wars, best shooters,
couldn’t understand their language so
could communicate better
-had to give up their status and rights to
fight in the war. If you had your status
still, you could not vote, go to a bar, get
a lawer…ect (homelessness was a big
thing at this time)
-Metis nation was built from European
 men marrying indigenous wives, but
would also then marry English/Scottish
wives (find a replacement)
-the current high rates of missing
indigenous women comes from this
60 scoops survivor

Sept. TVO Digital Zoom/Maureen Overview of digital TVO resources -TVO mPower free game to learn math
14/21 Learning Asselin and Nathalie and STEM skills, no pop-ups (k-grade 6)
Perez -You can set up your account today as
outreach@tvo.org an educator
-All TVO resources are free
-TVO Mathify Sept. 20 will be available
for grade 11 too (Grade 6-11)
-TVOlearn.com  resources, online
courses for grades 9-12, you do not
need to register for TVO learn
TVO Virtual Supports
bit.ly/TVOVirtualSupports
TVO Math & Coding
bit.ly/TVOMathCoding
Sept. The Teacher as a Zoom/ Shyam Patel Stories from Teach for India Year 1: 2014 – My students taught me
21/21 Healer: Building to love myself
Community in spate169@uottawa.ca Internalized racism – students of colour
the Classroom coloured their self-portraits with
through Love - https://teachforall.org lighter/white skin. What would you do
Global Education to approach this? – use stories, highlight
Cohort the history and politics, question if I had
internalized this myself too
Year 2: 2015 – stories of love
You must heal yourself to help heal
 others
Year 3: 2016 – love through abundance
The anatomy of an apology – how do
you say sorry in your
community/culture? – do you say sorry?
Some ask for forgiveness –apologize
and be graceful
Love in the classroom
Patricia Palulis – great scholar, look up
her books
Ted Aoki – another scholar
Sept. Unlearning Zoom/ Lisa Howell Personal Experience of being/not being Books: Midnight Sweat lodge,
23/21 Colonialisms (uottawa) reflected in school materials –
through Waubgeshig Rice and Indigenous authors Why Indigenous Literatures Matter by:
Indigenous Jennifer David Daniel Heath Justice
Literatures How to use Indigenous literatures to
learn and unlearn Half Breed by: Maria Campbell

Return of the Trickster by: Eden

https://storykeeperspodcast.ca/ Robinson
Let’s talk Indigenous books
Seven Fallen Feathers by: Tanya Talaga
Barely Bruised Books (Ottawa) –
Indigenous bookstore Burning in this Midnight Dream by:
https://www.ottawabookstore.ca/ Louise B. Halfe Sky Dancer

Choose books that are uncomfortable.

https://goodminds.com/products/
book-bundle-special-offer-23-picture- Drew Hayden Taylor – Baby Blues
books (Indigenous owned)
Non colonial writers (read these for
 teachers, non-indigenous perspective):
https://www.vice.com/en/article/ 1491, guns germs and steal, clearing the
akwenz/these-are-dated-books- plains, a fair country
indigenous-authors-on-swapping-out-
shakespeare The Orenda : Joseph Boyden  Not of
indigenous heritage, but writes about
https://www.cbc.ca/books/48-books- indigenous culture. Be careful when
by-indigenous-writers-to-read-to- sharing Indigenous literature that it is
understand-residential-schools- Indigenous
1.6056204
Be mindful of possible traumas. Give a
warning before you start and offer
In 100 years? Indigenous stories are resources to students if needed. Some
everywhere, in multiple languages. The things can bring up trauma. Be mindful
government should restore all of others.
languages. Every child/student knows
who’s territory theyre on, and they Tell as many stories in as many different
know the stories of those people. forms as possible. Books, oral, recorded,
bring in an elder, have connections to
 Do this every morning in my the indigenous community. Does your
classroom. State who’s land we are on school already have this connection?
as part of good morning. Find out
exactly who’s land we are on, use maps,
use videos, songs, art, get a guest
speaker (an elder from an indigenous
community)
Sept. Federation Zoom/ Amrit Bains, OTF (Ontario Teacher’s Confederation) Objectives: to promote and advance the
28/21 Day: Chris Cowley, Jeffrey cause of education. Raise the status of
Barber Slido – question and poll taking app for the teaching profession, promote and
OTF online Q&As advance the interests of teachers and
Welcomes secure conditions that will make
You possible the best professional service
- Ontario Teachers Pension Plan –
OTF website – Important in retirement (all public
https://www.otffeo.on.ca/en/ schools are a part of this, but not all
• OTF private schools)
YouTubechannelhttpsbitlyotff - The college of teachers (OCT) is meant
eoyoutube to act in the public interests – like the
• OTF Facebook page: teacher police – this is not for the
facebook.com/otffeo teachers, but the public – go to your
• OTF Twitter handles – @otffeo, federation (OTF, ETFO …) –part of the
@otf_pd =@OTFpresFEO colleges mandate is to discipline –
• Special Education Gateway – provide your license to teach
www.teachspeced.ca - Your union is a democratic organizing
• OTF Curriculum Forum – access to that speaks for you
50+ subject and division associations: - Duties to the federation – important to
https://www.otffeo.on.ca/en/services/c stand as one united voice, meaning to
urriculum-forum/ participate in actions from the
• Survive & Thrive website for teacher federation/union
candidates & beginning teachers – - DO NOT work ALONE with students
www.survivethrive.on.ca (make sure the door is open when
• Safe@School website on bullying teaching, make sure your AT is always
prevention, equity and inclusion – there, think about mitigating risk
https://www.safeatschool.ca/ always)
• Parent Engagement – - DO NOT confuse INITIATIVE with RISK-
www.parentengagement.ca TAKING
• OTF Connects live webinars “for - If you have a problem with a
teachers by teachers” – colleague, make sure to speak with
https://www.otffeo.on.ca/en/learning/ them first, if you have to report them,
otf-connects/ you have to write them to let them
• InspireFinancial Learning – know (72 hours written notice that you
www.inspirefinancialliteracy.ca reported this teacher) – If it is sexual
 misconduct, you report this
https://www.otpp.com/members/ immediately and do not give the
cms/en/life-career-events/the-basics/ teacher notice of this.
how-we-calculate-your-pension.html - OTF Connects: Webinars for teachers
 how pension is calculated by teachers – PLCs for PJ learning!
Sept. Federation Zoom/ OECTA- On Thin Ice: Maintaining Professional - Reminder as a teacher candidate, the
28/21 Day: Elementary – Bruno Boundaries federations can’t protect you/represent
Muzzi and Mark you as you are not a full
Professional Mccormick teacher/member
Boundaries - Verbal, physical, emotional, and social
distances that teachers must maintain
- need a lesson plan for every day of
teaching, need to report to the principle
on students when asked

Teacher’s duties:

Regulation 264 – c : “religion and

morals
(c) to inculcate by precept and
example respect for religion
and the principles of Judaeo-
Christian morality and the
highest regard for truth,
justice, loyalty, love of
country, humanity,
benevolence, sobriety,
industry, frugality, purity,
temperance and all other
virtues;

In terms of reconciliation in Canada is

the supreme court planning on changing
the language in regulation 264 – c
regarding respecting “the principles of
Judaeo-Christian morality” in our
teacher duties?

Allegations toward teachers:

- teacher is immediately sent home
- directed not to make contact with
staff, students, or be present on board
property
-if charged, then the teacher’s name is
published
-reputations can be permanently
tarnished, even if the allegations are not
upheld
- returning to school and facing
students, colleagues and parents is
difficult

Children’s Aid Society, Ontario college

of teachers,

Hazards: touching, social media,

distancing
Do not: sit beside students, sit in front
of them, with a barrier between you
(like your desk)

NEVER TOUCH if you are ALONE

NEVER TOUCH if the student is upset or
frustrated

Use praise, high fives, handshake, elbow

bump instead

Teachers should be calling OECTA

whenever there is a complaint about
you employment relationship. “Yes, I
will cooperate, but I wish to call OECTA
first.”

-You are not the students parent

(should not confide personal matters in
you)
-You are not their best friend
-You should not intervene on behalf of
the student on their personal matters
- if a student does tell you something
personal, you calm them down and
bring them to the principle/vice
principle /guidance turn over the
responsibility. It is their role to do this.
You are not a psychologist.
-If a student divulges that they are being
neglected or abused, you must
immediately contact CAS. Not the
principle.

Are there other terms of respect we

could use instead of Mr. or Ms.? To be
inclusive of other genders, what other
 terms could we use instead?

If you wouldn’t put it on your

classroom bulletin board, do not post it
on social media.
Law in Ontario: “There is no reasonable
expectation of privacy on social media:
If you put it online, its public”
you could be disciplined by the
college, if deemed inappropriate

Refuse friend requests from students

-avoid communication especially at
night

How does your online presence reflect

your professionalism?

Do not make any comments or talk to

other staff/administrators (they legally
may be called to the stand)
“I am willing to co-operate, but I am
unable to comment until I obtain
representation”
speak to your faculty advisor if this
happens when you are a TC

You are a teacher, even when off duty.

Sept. Every Child Zoom/ Mr. Phil A talk with Phil Fontaine - The challenge is rebuilding: our
30/21 Matters – Fontaine , Darren communities, we are in fact just as good
uOttawa as anybody,
- they never had the chance to learn
about this community, we have been
absent from the minds of Canadians,
they had no idea about the Indian act,
all these acts after the initial treaties
- The Indian Act 1876 – has to be
repealed.
- The distortion of history – absent from
history
 when the confederation was written,
they were absent from the meeting,
absent from the shaping of Canada, why
English and French are official? The
English and French were at the table,
the laws for English and French were
different.
- Indigenous Legal Traditions: Our
cultural integrity – there is a school in
BC for traditional Indigenous Law
- 94 calls to action
-244 recommendations
-Indigenous ministers sitting in the
house of commons is amazing
- The young people give him hope
- Many issues: clean water, children in
care, poverty, addiction, mental health
issues, suicide, missing women and
children
- Emerging from the
darknessindigenous students going to
university
- No fear that they would lose their
cultural integrity by getting an
education – it can only better them –
look at their leaders, they are mostly all
educated, and they are really pushing
for the revitalisation of their languages
- 1963 was the first powwow he ever
witnessed, 1966 first sundance he ever
witnessed
- Change takes time. Be patient.
- He spoke out in 1990 for the first time,
his friend said he was shocked when he
saw him on TV, he had no idea.
- Pope is coming to visit in December to
visit the indigenous people (Metis, Inuit,
First Nations)
- There is a delegation of 5
representatives: bring items for gifts
and blessed them before bringing them
to the pope when he saw him – no
apology though (Benedict the 16th)
- Records need to be released from the
government of Canada and the catholic
church
- be dignified in the way you carry
yourself. Be proud of who you are, learn
many languages and your native
language it is important
- Algonquin people don’t say goodbye,
they say “until next time”
Sept. Teaching in Zoom/Yeti Mallavi The Jet Program Jet Programme Canada:
30/21 Japan - 1-5 years, bachelor’s required
EPIK, Interac, TeachAway, Educational
Hong Kong,
- Co-teaching: important to give and
take and work as a team (even if there
are clashing personalities, methods,
educational beliefs)
- Had dedicated courses for arts, music
in all schools no matter the $$ - they are
important too

Oct. Zoom/Dr. Veena Balsawer https://ottawa.bibliocommons.com/ - The Giving Tree by: Shel Silverstein
5/21 list/share/70443989_storycatcher/
vbalsawer@uottawa.c 1984038879_books_for_educators -Cityscape: Where Science and Art Meet
a by: April Pulley Sayre
(List of all the books presented)
- Kafka and the Doll by: Larissa Theule
-The Book of Dares by: Ted bunch and
anna marie johnson (How to break out
https://ottawa.bibliocommons.com/ of the “man” box)
list/share/69157567_story_catcher/
1836427969_global_perspective_on_ch -They Call Me Guero by: They Call Me
ildrens_literature Güero: A Border Kid's Poems
(Global Perspectives) Book by David Bowles

https://ottawa.bibliocommons.com/ -Standing on her shoulders: Monica

list/share/ Clarke Robinson
354296247_collection_development/
1030457037_dyslexia_book_recs_- -Windblown
_recommandation_pour_dislexiques? -Wednesday
 page=1&fbclid=IwAR0kudFeqeo39oYNK Indigenous books:
6ZaSIZ- -This is how I know
wP5ZiSQa0ua3Oe3_sAW1dYxw5Xm1Dl -Raven, Rabbit, and Deer by:
VzdXE -Leopolds’s Leotards
(Dyslexia books) -I have an idea
-Cast Away (poems book)
https://ottawa.bibliocommons.com/
list/share/70443989_storycatcher/ - Buffy Sainte-Marie
1592430389_cinderella_around_the_w -Hey Little Rockabye
orld
(Cinderella around the world) -Tunjur Tunjur Tunjur! Margaret Read
MacDonald
https://www.cbc.ca/radio/
thenextchapter/full-episode-oct-2- Octopus books in the glebe
2021-1.6193424/the-stories-will-be-
the-last-thing-to-go-robert-munsch-on- In my mosque by:  M. O. Yuksel
his-legacy-as-one-of-canada-s-great-
Say Something by: Peter Reynolds
storytellers-1.6193428?
fbclid=IwAR2bAmX7KCfBfjQzdo0PKjBav
Reader’s Theatre – good resource
bx-
htT4fck4Q8sDJXJGwEaiF3MhMqNTKew
There’s a Cinderella in every culture
(Robert Much Interview)
Mem Fox
vbalsawer@uottawa.ca Ehlert
Fleming
(Book authors to look up)

Oct. OCT: Ontario Zoom/ Steph Anne An introduction to OCT and some - OCT acts in the public’s interest, and it
12/21 College of (Ryan Reyes) resources is a privilege. The government can
Teachers dissolve the OCT if it deems necessary
416.961.8800 (this happened in BC in 2012).
 www.oct.ca - There are 72 school boards in Ontario,
info@oct.ca OCT.ca  becoming a teacher  apply 12 of them are French too.
101 Bloor Street West now - The MOE Ministry of Education is
14th floor, Toronto This is free and will get you started in
responsible for making sure the
Mon-Fri 8:30am-5 pm the process for obtaining your OCT teachers are able to work in public
certificate. You will get professional
schools (they certify teachers in
emails. Use an e-mail you always have
Ontario)
access to (not uottawa email). -OTF is there to fight for teacher’s
(AETO, ATFO, OSSTF, OECTA)
Offer 4 scholarships: $1500 each -What does OTC do?  Certifying
About the college  scholarships  teachers, resolving complaints,
https://www.oct.ca/about-the- accrediting teacher education
college/scholarships?sc_lang=en programs, setting the ethical and
practice standards
The membership fee for OCT for 2021 - Make sure you are always acting
was $170, $130 for returning/unpaid professionally when in public. A
fee from a previous year teacher’s behaviour always reflects back
on the profession as a whole and the
schools you are affiliated with.
- 232 000 members in the OCT, 15 00
complaints made per year. Of the 15 00,
100-120 will move forward to the
disciplinary process.
- Accreditation: making sure the
teachers college programs are up to
date and has everything needed to
produce teachers that are qualified.

Oct. The Zoom/Teri Rubinoff “The Mentoree aims to cultivate a - supports for everyone, new teacher, or
12/21 Mentoree: A TheMentoree.com collaborative mentorship community a veteran, everybody has something to
supportive grounded in professional learning, well- learn and brings something to the table
 mentorship Noa Daniel: being, and efficacy.” to teach.
community noa.daniel@thement - 1:1 mentorship
oree.com - OnEdMentors PODCAST – Live
Teri Rubinoff: Thursdays from 9-10 pm EST
teri.rubinoff@themen #OnEdMentors
toree.com -these are recorded and can be watched
later
Christine Chin: - First Thursday’s: The Mentoree Lounge
Christine.chin@theme (November 4th, and December 2nd)
ntoree.com - Conversations to Build Capacity
(Responsive Presentation, Circle
Conversation-small group, mic and
camera on, Casual Conversation-like a
staff break room)
- Carousel of Conversations – Thursday,
October 28th 7-8:30 pm
Oct. Before the Zoom/Karl F, Mark OECTA well being workshop - Well-being (Physical, economic, social,
12/21 School bell McCormick emotional, psychological, life
rings: A well- satisfaction)
being ConnexOntario - The mental health spectrum: Healthy
workshop Helpline: 1-866-531- (normal functioning), reacting (Common
OECTA 2600 & reversible distress), injured
Professional 211 Ontario (Significant functional impairment), ill
Development (clinical disorder)
Network - What is the impact of technology on
our well-being? It is seen that more and
more we reach for technology to
distract ourselves or to find something
to do
- Information overload: we have added
about 4 hours of info consumption
outside of work
- Physical effects of tension: effects of
stress on the body (tense and release
exercise  feel the tension and feel
how much better it feels when you
release
- emotional labour  teaching is
emotional labour
- Important to make connections with
your students  students won’t learn
from a teacher they don’t like.
- Self-care means me too, not me first.
- Obstacles do not block the path, they
are the path. (acceptance)
- Respond; don’t react. Listen; don’t
talk. Think; don’t assume.
- Habits to support well-being:
 breathing (4 seconds for each step:
breathe in, hold, breathe out, hold)
 Nature (biophilia: humanity’s innate
need to connect with nature and the
natural environment)
 Virtual Nature walks for online
classes or when you can’t get out
- The power of gratitude has an impact
on health
- Gratitude prompts good ways to start
- Hack for teachers (your senses can
help): essential oils aromatherapy, a
visual picture, sound (ring bowl), touch
soft/polished stones
Oct. Population Zoom/ Rafael Make the Population Connect: Hands- - MISSION: Provide quality training and
12/21 Education Woldeab on Activities for People & the Planet teaching materials for educators to help
them cover population topics effectively
rwoldeab@popconne www.populationeducation.org/digital- in the classroom.
ct.org drive-tools/ - Population topics: Environmental:
resource use, habitat & ecosystems,
@pop_education water, agriculture, energy. Societal:
Urbanization, public health, fertility &
mortality, human rights, education,
representation.
- World Population Dot Video:
http://worldpopulationhistory.org/#wat
ch-video
-Lesson 1: More or Less
 Students Construct a word web to
show the possible cause and effect
relationships of a growing population
(with more people, we will have more
what? And less what?)
https://docs.google.com/presentation/
d/1r7ZMEWZ0GhZKLJJFVdITQk6MnQaV
20nv6o6ahRRCc4M/
edit#slide=id.gcb460580f8_0_405
 Discussion Question: Are there other
connections we can draw between
these concepts? Do these relationships
always hold true?
Lesson 2: Go Fish! Or Something For
Everyone (for upper elementary)
 Students share goldfish to simulate
the challenges that arise trying to divide
 something equitably.
 Students can take as many as they
want in the first round. Some students
will have more than others, some will
have none.
 Discussion Question: What are the
items in the classroom that everyone
needs to share? What are some things
we could do in class to make sure
everyone gets a fair share?
 Going Global: What are some things
you share at home? In your community?
In the whole world?
 If you do use food for this lesson, do
it after lunch or a snack to minimize
eating the fish
 You can also pre-distribute goldfish
into bags for everyone, so they get
some at the end of the lesson.
Lesson 3: Who Polluted the Potomac?
 How a river’s health has changed
over time
 Is there a way to keep some
pollutants out of the river? How did the
river change over time? Give examples.
Responsibility of upriver cities/state?
Challenge! Can you clean this water?
Oct. Phonics Zoom/Shyam Patel What is phonics? Does phonics really work?
18/21 - pros and cons debate, more auditory
spate169@uottawa.ca less accessible maybe?
https://padlet.com/spate169/ Phonics is a part of reading, but there
lleg9q6yjwtcljx5 are 5 components of reading:
Comprehension, Fluency, Vocab,
Phonemic awareness, phonics
Phonemic awareness: focus on letter
sounds, understand that words are
made up of individual sounds
(phonemes). Segment (break up the
word) and blend (put it together). It’s all
auditory.
-Chunky money strategy: segmenting
and blending the sounds (phonemes).
You can use your arm to show the
different phonemes, then slide down
your arm to put word together.

Phonics: relationship between sounds

and written symbols
Phonemic awareness: involves sounds
in spoken words. Phonemic awareness
is the ability to hear and manipulate
individual phonemes.
Phonological Awareness: the big
umbrella term. involves skills like:
rhyming, counting the number of words in a
sentence spoken aloud, identifying the first
sound in a word, and segmenting a word
into its sounds.

Heggerty program for phonics  a

whole lesson plan, but does not focus
on writing
Cunningham goes with Heggerty well 
 includes writing
Jolly Phonics  focus on the 42 main
sounds, each student has a sound book,
not Shyam’s favorite, but it includes a
story

Oct. Technology Zoom/ Julian Daher Leveraging Digital with Accessibility in Sound Pedagogy came before
21/21 and Mind technology.
Accessibility julian.daher@ocsb.ca - Book Creator tool:
- able to put voice recordings into the
virtual book
- speech to text capabilities
good for the electronic portfolio
Pear Deck tool:
- makes interactive slides on google
slides
 Equiatio tool:
- For writing math out in digital spaces
Also has google read and write, which
reads text you highlight and can type
what you say. You can make vocab lists
with this! You can also find definitions
and translate websites into verbal text.
 Google Forms tool:
- to keep track of data collection and
tracking for report cards.
-rowCall able to split up google
spread sheets into each individual
student for confidentiality reasons and
ability to do parent teacher interviews
 and show the parents all the work

Oct. Geoliteracies: Zoom/ Dr. Patricia Palulis The importance of place and where you Reader’s Theatre  one of the best
21/21 Stories from the are, the land around you. ways to teach student’s learning
Land Buffy Sainte-Marie Autobiography 
most amazing book to read
Alberto Menguel: A writer on reading, a
library at night.

Tales of the Elves (children’s book) –

Icelandic folk tales

Lazy cat, crazy cat – a tale of a dublin

cat

Salam Alaikum: a message of peace

Hey Little Rockabye by Buffy Sainte-

Marie, Nuptse and Lhotse Go to Iceland
by Jocey Asnong

Nibi’s Watersong by: Chief Lady Bird (a

story about indigenous drinking water)

Mister got to go by: Lois Simmie

Armadillo Rodeo by: Jan Brett (this

author takes you to different places
around the world)

I Like Myself by: Karen Beaumont

 It Had to be You By: Lauren Brants
Nov. Start to Finish Zoom/ Luce Paradis Non-Profit Organization Helps kids from under funded areas
2/21 Thrive  Socio emotional learning
https://www.start2finishonline.org/ Brainworks: a start to finish program
that include fitness, psychological info,
socio-emotional learning, reading skills.

Impact on Executive Functioning:

https://www.start2finishonline.org/rr-
club-study-executive-functioning

Nov. Anti-Racism Zoom/ Saba Alvi Definitions and an introduction to anti- - Land acknowledgement: make your
9/21 101 racism. own adaptation of a land
@antiracismprof acknowledgement. Make it personal.
- Racism is like water for a fish. It is
around them all the time, but they may
racialequitytools.org What can you do now? not even realize it because they have
-read the works of BIPOC scholars to always been in the water.
understand race critical theories and - Where does racism live? Stop thinking
experiences, and peoples who share that racism is only in the United States.
experiences on racism It is happening here. We need to
- Unpack your identity as an educator: acknowledge it.
What values, beliefs, assumptions, - What is race? Social Construct, not
biases do you hold that may rooted in biology. We ascribe race. We
intentionally/unintentionally perform race.
discriminate against people who are - What is ethnicity? Social Construct
not like you? that divides people into social groups
- Recognize and acknowledge your based on shared group membership
privileges and how they may impact AND shared ancestral geographical
those around you? base.
- Reflect on the systems around you.
Who is represented?
- Challenge institutions on their EDI
policies – how do they demonstrate
commitment
- Be reflective when you approach new
curriculum/materials/syllabus
- Invest in materials that highlight
diversity, resistance, empowerment
and use it in meaningful ways in the
classroom.
-Equitable assessment: Show, Say, Do
(Allow students to show you what they
know in a variety of ways)
- Learn how to say their names
correctly
- Commit to using affordable and
accessible school materials
- Have honest anti-racism conversations
with your students and people in your
life
- Build partnerships with parents
- Learn heritage and history months to
frame the curriculum (Oct: Somali
heritage month; Nov: Hindu heritage
month, Dwiali; Feb: Black heritage
month)
- Anti-racism is always centred around
whiteness.
- Calling-in vs Calling-out (Calling out is
cancelling culture, no forgiveness)
- What is Culture? System of meanings
and customs developed to ensure
survival. Set of unspoken rules that
shape values, beliefs, habits, and
patterns of thinking.
- What is Ancestry? People you have
biologically descended from and who
you are genetic relations to you.
- Racism is social and institutional
power + racial prejudice
- Social Power: How you move around
in the world. What are the things you
need to think about or consider before
you take a trip?
- Institutional power: Who is in power
to make decisions about your safety,
success, health + policies, laws, hiring
practices etc.
- Prejudice: A pre-judgement or
unjustifiable, and usually negative,
attitude of one type of individual or
groups toward another group and its
members.
- Racism is more than just some people
hating some people.
- (Racial) Microaggression: The
everyday verbal, nonverbal, and
environmental slights, snubs, or insults,
whether intentional or unintentional,
which communicate hostile, derogatory,
or negative messages to target persons
(calling in is about acceptance and based solely upon their marginalized
learning) group membership.
- Implicit Bias: Negative associations
that people unknowingly hold. They are
expressed automatically, without
conscious awareness.
- People of Colour (POC): “Often
preferred collective term for referring
to non-White racial groups”
- BIPOC/IBPOC – Black, Indigenous and
People of Colour
- Rooted in solidarity
-Black with a capital B
- Indigenous with a capital I
- Peoples in the plural
- Not-racist: Passive. Helps maintain a
system where racism still thrives.
- Anti-racist: Actively opposing racism
by advocating for changes in political,
economic, and social life.
- Performative Ally: Someone who
carefully chooses which moments to
support marginalized peoples.
What is Anti-Racism?
- Action oriented. “How to be an
Antiracist” by Ibram X. Kendi.
Multiculturalism is different from
antiracism.
- Multiculturalism does not go far
enough.  It exoticizes people “not
from here”, it centres around the

Nov. Student Zoom/ Chantel Smith How can we as teacher candidates start
9/21 Achievement and Jessica to shift this mindset if it is apparent in
Through Munharvey our placement school? regarding
Equity (SATE) labelling students
Inquiry Chantel.smith@ocdsb
.ca “I guess a major key is being open-
minded when forming the statements
Jessica.munharvey@o you'll make to that teacher to prepare
cdsb.ca them for a student. If a student
frequently gets up from his desk, talks
Tess.Porter@ocdsb.ca to friends, when learning about long
division, you might share you rprejudice
when you say "ADHD like symptoms in
______". Saying "______ frequently
gets up from his desk, talks to friends,
when learning about long division" that
is not only more evidence-based
information but a more objective
account of that information. It's
gathering student data. It allows the
next teacher to prepare for that and do
“West” and whiteness as the
norm/baseline, promotes tokenism
(focus on food, music, clothing (that is
palatable), Ignores the histories and
present day struggles of POC, doesn’t go
far enough in advocating for equity,
change and challenging power
structures, Is not productive in
eliminating racism for POC
SATE (Student Achievement Through
Equity) Overview:
-build a capacity of educators to
implement innovative, culturally
relevant, and responsive curricula
within an anti-colonial, anti-racist and
anti-oppressive framework
- Improve academic achievement and
well-being for underserved students
through early targeted intervention and
support
- Foster collective teacher efficacy by
rigorously using data to inform teaching
and learning
- Cultivate courageous, innovative,
visionary, empowering, and inclusive
school leaders who are passionate and
committed to the achievement and
well-being of all students
- Create welcoming and inclusive
classroom and school environments
their own work to see what might be that amplify student and
the underlying issue (self-confidence, parent/caregiver voices
ability to focus, etc). if these behaviours
- Establish strong school-parent
recur, they can consult what was partnerships
"helpful" in the past, and in what way. - Recognize, value, integrate, and
Things can be cross referenced this celebrate the diversity in the classroom,
way. Empathy and Inquiry.” school, and community.
- Work is centred around the
Street Data : book by Shane Safir...it's Instructional Core (Student, Teacher,
excellent for pushing mindsets around Content relationship)
data - Tiered Intervention Protocol (Teacher
is tier 1)
- This year’s focus is on reading fluency
- Do we have the content knowledge to
support our students, but how do we
support that in student learning? (we
know there is learning when there is
change)
- Using the Learning Hub Model: a
learning network hub is a facilitated,
peer-to-peer learning approach that
builds capacity by leveraging the
group’s collective efficacy.
- 70:20:10 model (70% on the job
learning, experienced-based, learning
through practice and problem-solving,
reflective; 20% social learning,
collaborative, with peers, role models,
mentors, coaches, networks; 10% direct
learning, education, knowledge of
others, experts, research.
 - Observations, Conversations, Practice
Nov. Diversity, Zoom/Janelle Abela - Diversity: the people. Unique
16/21 Equity & backgrounds, personalities,
Inclusion In Janelle@diversesoluti https://learn.unlearn.com/ experiences, beliefs, etc. (the WHAT)
The ons.ca - Equity: Being fair, impartial. Justice
Classroom: according to natural law or right. Free
Addressing Principal Consultant from bias or favoritism. Opportunity to
Racial and Diverse Solutions have the same.
Cultural Strategy Firm - Inclusion: Be respected and
Needs appreciated as a valued member of the
community. (the HOW)
- Content in the Classroom:
Text choice. Creates crafters of
arguments and proficiency in academic
language. Does not always
acknowledge or discuss emotional
response. How do we choose texts?
Already exists in the school, previously
taught to us, lesson plans readily
available. When do texts change?
Banned, Political correctness, Innovative
department/teacher, Demand.
Language Use. Discriminatory
Language: Oral or written
communication that can cause
misunderstandings and/or pain in
personal and professional relationships.
Cultural Norms, Upbringing, Societal
Prejudices = unintentionally
reproduction of discrimination. Gender
Discrimination. Confusing forms of
 address with gender (men’s washroom,
ladies washroom X) (gentlemen’s and
ladies, or men’s and women’s)
moved/moving beyond gendered
washrooms now.
Like a girl 
Man up  Step up, be brave, strong,
courageous
Be a man 
Act like a man 
Is that ladylike? 
Men don’t cry 
- Knowledge: Where does
discriminatory language exist in the
classroom and why?
Voice:
- Reflexive Practice: Do you use
discriminatory language?
- Action: How do you call out
Paulo friere - pedagogy of the discriminatory language?
oppressed - Student Voice: Democratic
Classrooms.
Barriers for Teachers: Over reliance on
direct instructional methods,
“I love you, I appreciate you, and I am Educational Policies, Standardized
grateful that I was able to spend the Testing, Community Values, Parents
last hour and a half with you” Groups
Barriers for Students: Marginalization,
Classroom does not serve long-term
interests of students
Seminars and Deliberations, student-
centred instructional approach.
Seminars: Reach an enlarged and more
developed understanding of a text.
Improve students’ levels of
understanding. Deliberations help
answer “what can we do about it”.
Anti-Oppressive Practices: have to have
all of the other 3 before you get here.
Roots in offering everyone a SEAT and
VOICE at the table, without bias or
prejudice.
-Courage
-Humility
-Provide space and tools for students to
navigate social issues.
“I don’t know” “let’s find out together”
levels you back down to the level of the
students.
1. Create a safe space – welcome
all ideas, agreements, and
disagreements (what else?)
2. Embrace marginalized voices –
strategically facilitate differing
opinions (let EVERYONE speak)
3. Allow everyone to be heard –
change up discussion methods
(discussions in large group, small
groups, individual through
journaling, one-to-one)
Anonymous journals, where students
respond to one another, without names
 ever on them.
Informed, Engaged, Active (Think before
you speak, Are you active listening?)
4. Frame learning – backwards
planning that focuses on goal
not essential questions (create
shared reference point – song,
image, video) *sharing is caring
5. Incorporate mentors, models
and support – collaboration
creates stronger emotional
responses and connections
when content is challenging
Anti-Oppressive Practices:
- Teachers and pedagogy can liberate or
oppress
- New knowledge of self and
development of feelings of agency alter
lives (identity development, well-being)
- If you do not acknowledge students’
realities and societal faults, permanent
influence can be made on self-image
- Teaching is a privilege and includes the
challenges

In what ways do you work to create a

liberating environment?

Nov. Teacher Zoom/David Smith https://drive.google.com/file/d/1vszI- -What is the mission of schools and
16/21 Student GuuImUWMOGl-2oOnAEYicopdzuM/ schooling? Teaching centred and
Relationships view?usp=sharing student-centred schooling. Tensions
in societal
context https://drive.google.com/file/d/
1iCjvcKEegjpwlNAZjbIyn5bObrwbRWFb
/view?usp=sharing
https://drive.google.com/file/d/
1kBNU6JPyBAkE_ZnPf1ofHg0TfpIyC1M
O/view?usp=sharing
You can take responsibility for your
outbursts when teaching, but do not
put emotional work on the students by
making them feel as though they need
to step around you as a teacher if you
are having a bad day.
and pendulum swings in politics and
policy (standardized testing, school
performance and public ratings,
inclusive classroom policies, progressive
disciplines)
-Notice the interpersonal dynamics in
action in these teacher-student
exchanges.
Negative: fear, negative tone of voice
loud, disciplinarian, physical position of
teacher above students
Positive: physical position of teacher at
level of students, positive,
collaboration, tone of voice soft gentle
Attachment Theory: (John Bowlby and
Mary Ainsworth) – Level of sensitivity
and attunement in caregiving
relationships lead to development of
relationship models – Relationship
models roughly divide between: secure
attachment in relationships, Insecure
attachment (anxious, avoidant,
disorganized)
- We learn through our formative
experiences about how relationships
work. We then implement these ideas
about relationships into other
important relationships.
- Research indicates that teacher-
student relationships can be attachment
relationships (contribute to student
psych development, positive
attachments with teachers can partially
off-set negative attachments at home)
Self-determination Theory: (Deci &
Ryan) – all human beings from birth
onward, 3 basic needs: autonomy,
competence, relatedness. The
experience of these basic needs leads to
volition, motivation, engagement.
Which fosters, enhanced performance,
persistence, and creativity (results in).
Research Findings:
-Quality of TSRs explain concurrent
functioning and predict subsequent
development
- Outcomes across numerous domains
(academic performance, academic
motivation and school engagement,
psychosocial outcomes)
- ESs (effect sizes) tend to be small to
moderate
- However, effects are very stable and
durable (one study found effect of TSRs
in gK on g8 outcomes)
- TSRs buffer stress and shortcomings in
other important relationships
- At-risk students have most to gain/lose
from TSRs (children with externalizing
problems benefit most from TSRs:
grades improve and externalizing
decelerates)
- Effects move in both directions:
positivity makes things better;
negativity makes things worse.
- +TSRs: Teachers engagement and
enjoyment in work affected more by
relationship with students than with
colleagues
- -TSRs: Negative interactions with
students amplify negative emotional
experience in teachers (In long term,
can lead to emotional exhaustion and
burnout)
Teaching with Acceptance and
Commitment (TAC):
- An adaptation of ACT (Acceptance and
Commitment Therapy/Training [S.
Hayes]) Mindfulness and behaviour
therapy
-Teachers build mental skills to:
“Unhook” (step back from) from difficult
thoughts, feelings, sensations triggered
in classroom interactions. Respond to
students in ways consistent with
teaching values.
The Triflex* Psychological Flexibility: Be
present (Make contact with inner
experience), open up (make room for all
thoughts and feelings without
resistance), do what matters (values-
guided action)
- TAC Matrix Exercise (see last handout
 link): Me, noticing my experience
1. Who and what is important to me as
a teacher? What kind of teacher do I
want to stand for?
2. What shows up in my inner world
that leads me away from being the kind
teacher I want to stand for?
3. How do I act/behave to move away
from the difficult inner experiences that
show up in my teaching role?
4. What actions/behaviours do I want to
do more of so I can move towards who
and what is important to me in my
teaching?
 I want to be inclusive, calm, patient,
kind
 anxiety, doubt, fear, stress, tiredness
 bad body language, change in tone of
voice, bad facial expressions, more
dismissive, less patient
 take a breath, mindfulness,
externalize feelings by writing it down,
self-care
Nov. Let’s Talk Zoom/ Lynn Relevant Robotics: Connecting Learning Pathways: expanded learning
18/21 Science FitzPatrick and Cheryl Robotics Across Curricula resources
Donovan-White (Kindergarten- Grade 6)
A Robot: has sensors, can be
 Are you curious about teaching programed and reprogrammed, can
robotics but are not sure where it fits control its actions, can move
in with your program? Join us for an -Complex Machines
exciting webinar to learn about how -Automated Machines
 -Automated Systems (laser cutter)
robotics can be integrated across
-Robots (iRobot, mars rover)
different subject areas to achieve
various curriculum outcomes. Discover
Learning Strategy: Sorting Mats
hands-on robotics and coding activities
- Co-create list of machine/systems or
with links to English/French Language
provide photos
Arts, Mathematics, Science, and more.
- In groups, discuss similarities and
You do not need to have access to
differences
robotics kits to use the ideas
- Write machines/systems down on
presented in this webinar, although
sticky notes and sort into categories
versions of the activities are provided
robot or not
for those who do!
- Sort into categories = robot or not?
https://letstalkscience.ca/about-us/ -Discuss criteria
research-and-publications/ - Reveal characteristics
computational-thinking-framework - Re-sort and debrief

https://letstalkscience.ca/educational- Computational Thinking:

resources/backgrounders/robotics-and- - Computational Practices (skills):
technological-thinking-educators-and- Algorithmic thinking, debugging
students - Computational Concepts
(understandings): conditionals
https://docs.google.com/ - Computational Dispositions (habit of
presentation/d/ mind): comfort with trial & error
18evOQcdAHEVBqC94A27jINicyPEVmfH
2gi1Afk6U7-g/edit?usp=sharing Set the scene by using provocations
(Ideas to connect robotics to such as: Picture and non-fiction books,
curriculum) videos and photographs of robots doing
various jobs, tinkering with electrical
https://docs.google.com/ components, mini motors, taking apart
presentation/d/ old toys, etc.
18evOQcdAHEVBqC94A27jINicyPEVmfH “I don’t know, but let’s find out
2gi1Afk6U7-g/edit?usp=sharing together”

Become a “Let’s Talk Science STEM Coding and Robotics:

Certified Educator”! -Learning the fundamentals of coding
 Register helps students develop many
STEM cross curricular pathways computational thinking skills and global
Can take up to 3 years, but very good competencies
on your resume -Coding is the language of robotics;
students need to understand basic
@letstalkscience coding to understand how robots work.
@Itscience_ps
@LetsTalkScience Making “Sense” of Robot Sensors:
professionallearning@letstalkscience.ca -All animals, including humans, use their
senses to collect data from the
environment around them
-Robots use sensors to collect info from
their environment
-Robots use data from sensors to make
decisions about tasks, like how to
maneuver
“eye sensor” “colour sensor” “sound
sensor” “pressure sensor”
Activity: Bat Echolocation Game
-Begin by asking students to create a
map of the classroom, yard, or room
they are in.
-THINK/PAIR/SHARE – What senses
could you use to make a map if you
could not use your sense of sight?
-Bats, dolphins and some whales use
echolocation to make a map of their
surroundings
-some students act as bats and other
students act as insects
-Mark off a large playing area
-Bats try to capture their food using
sound to locate them
-Bats use the sounds that come back to
their ears to locate their food (“dinner”
“not me!”)
Activity: Using a Robot to Solve a
Problem
-begin with picture book: Sam & Dave
Dig a Hole by: Mac Barnett
-Could a robot be useful tool to help
Sam and Dave find treasure?
-What types of robots help to find
things?
- Mars Curiosity Rover, “Ulyx”
Autonomous Underwater Vehicle
- Roboto is a robot who can detect
treasure
-create an algorithm to move Roboto
through the soil to find treasure.
- An algorithm is a set of instructions
(simple instructions or a list of
instructions)
- as a class, create symbols to use in the
algorithms
-Example: ^^^^ (move forward 4 times)
Or (^ IF treasure, THEN pick up) x5
-do not have to rewrite it, can just say
 that it repeats
Career Connection:
Engineering technologist
Jan. Ottawa Zoom/ Julie - teachers are subject to violence in
18, Catholic Guevremont schools. 9 out of 10 will be victims or
2022 School Board/ witness violence in the workplace.
Violence in -82% of teachers felt they were not
Schools given the appropriate tools to manage
the situation
-nearly 25% were told not to report the
violence
CUPE Survey: 89% have been victims
of violence, 13-18% had PTSD, 7% were
burnt out
- There has been a marked increase in
violence in schools over the past 10
years (80% of CUPE members see this)
- Worker duty to report hazards (people
can be hazards), duty to report injuries
as well (WSIB)
-Workplace violence risk assessment
 Notifications of risk or safety plans
(usually a person, has a description of
them, info about their triggers, who to
call for help)
- Report violence in the workplace:
complete a violence report form (while
students under grade 3 cannot be
suspended, the paperwork can lead to
help for the student)
- Not in a place to have productive
 conversation  remember that when
people are in crisis
- Safe Schools Reporting Form (SSIR) this
is the form you would fill out as a
teacher for violence in the workplace
- WSIB form for injury in the workplace
- A good example of what forms to use
to organize info: Employee workplace
violent incident report, safe schools
incident report, debriefing report,
employee incident/accident report
- Knowledge is power, share
experiences, seek out resources!

Jan. CCLA (County Zoom/ April Julian ajulian@ccla.org - founded in 1964, National non-profit,
18, of Carleton non-government, protect and promote
2022 Law fundamental human rights
Association): - Canadian Charter of Rights and
Teaching Civil Freedoms  everyone in Canada
Liberties regardless of their status, the charter
provides protection to everyone from
the government (not anyone in Canada)
- If you are choosing to work in a public-
school board, you are protected under
the charter of rights and freedoms
- Quebec’s Bill-21 : not allowed to wear
religious symbols (hijab, turbans etc.
but what about cross necklaces that can
be hidden under shirts? Or even
wedding rings?
- A belief or practice must not be proven
valid or mandatory to have Charter
protection. It is hard to prove because it
is based on faith. Individuals of minority
beliefs are protected with this. You do
need to prove that it is sincere.
- Freedom of expression: Content and
Form (if the activity is performed to
convey meaning (cannot be violent)
- Were you ever disciplined on what you
wore to school? This is freedom of
expression (non-verbal)
- Protest Rights: Freedom of Expression
+ Freedom of Peaceful Assembly
- “Right to life, liberty and security of
the person and the right not to be
deprived thereof except in accordance
with the principles of fundamental
justice.”
 COVID-19 vaccine mandates? Tax on
those who choose not to get
vaccinated?
- Privacy (Personal Data)
 “the right to be let alone”, essential
to personal autonomy and protection of
human dignity, allows us to control who
has access to our bodies, places and
things, as well as our communications
and our information, gives us a space to
be ourselves without judgement, allows
to think freely without discrimination
- Protects not just us, but others
 - think of a student who is gay but has
not disclosed that to the world yet.
Their privacy risks are much higher
- Everyone has the right to be secure
against unreasonable search and
seizure. Applies when a person has a
“reasonable expectation of privacy”.
- CCLA’s Acorn Test (Mini Oakes Test):
1. What is the purpose of the limit?
2. Does the limit achieve that purpose?
3. What else does the limit do? (Does it
cause unintended consequences?)
 Emergency Powers Must:
1. Have an important objective
2. Be necessary
3. Be proportionate
4. Be time-limited
- Homeless people who do not have a
home, being put into shelters with no
social distancing because of the number
of people there
- Prisoners – can’t escape because they
are behind bars

Jan. 25 ESL Learners Zoom/ Monika Bural, English Language Learners / - by 2036 31% of Canadians will speak a
2022 Jennifer Glass, Zheng Multilingual learners mother tongue other than English or
Xu French
- Culturally responsive and relevant
pedagogy (CRRP) describes teaching
practices that recognize all students
learn differently
 - Student diversity is an asset, presents
multiple opportunities to enhance
learning
- Conduct interactive learning survey to
help understand languages spoken in
classroom
- Partner with families and community
to understand the languages used in the
classroom and incorporate them into
the classroom
- Encouraged to find connections
between the language learnt at home
and at school
- Ask questions. What language are they
learning outside the classroom possibly
too?
- English as a Second Language Program
(ESL) (students who have had the
educational opportunity to develop age
appropriate first language literacy skills)
- English Literacy Development Program
(ELD) (students may have had limited
opportunities to develop language and
literacy skills in any language)

Feb. 1, Mental Zoom / Redab Al- Refugee Children and Language - it estimated that the average refugee
2022 Health and Janaideh, Jermeen child loses up to 4 years of education
Reading Skills Baddour, Angela - more developmental challenges,
in Refugee Capani, Steve Songtao Abstract: Over the previous decade, higher chances of having more mental
Children Wang the number of refugees resettled in health and behavioural problems

Canada has increased significantly.
Most of these refugees are families
with young children. Before coming
to Canada, many of these children
had interrupted education and
experienced war-related trauma,
which may have impeded their
adjustment to a new country.
According to research, refugee
children have higher social,
emotional, and behaviour problems
than their peers. These problems
have an impact on refugee children's
language development and
educational success.
In this workshop, we will discuss
how individual factors (such as
attention deficit hyperactivity
disorder (ADHD) and externalizing)
behavioural problems, as well as
familial ecological factors, have a
negative impact on English word
reading performance, among a
sample of refugee children resettled
in Canada. At the end of the
workshop, you will learn about
pedagogical tools and in-class
activities that you can use with
- language is a very powerful tool (First
language maintenance and Second
Language learning)
- Factors affecting reading: Cognitive
factors (Decoding (word reading),
comprehension, retention) and
behavioural factors (off-task, disruptive
behaviour)
- ADHD – one of the most common in
refugees
- behavioural disorder normally
diagnosed in childhood
- 60-90% is caused by inherited
genetics, the rest is psychosocial and
environmental
- Reading, writing, spelling, math
difficulties
- children with ADHD experience
difficulties in these
- task avoidance – behavioural problems
- social-emotional – behavioural
problems elevated in refugee children
- ADHD in the classroom: trouble paying
attention, hyperactive, difficulty
controlling behaviour, restless trouble
staying focussed, staying calm and
focussed can be draining, no capacity to
deal with the input, then is angry
because they can’t follow along, to help
with this keep hand busy all the time,
cannot refrain from saying things that

children in your class to assist you in
evaluating if a child has a
behavioural problem while taking
cultural considerations into account.
Keywords: Working with ELLs,
Working with new immigrants,
Working with refugee students, Well-
being, Behavioural problems
https://www.sdqinfo.org/
https://smho-smso.ca/educators/take-
action/everyday-mental-health-
practices/
https://youtu.be/QkiW1tPP02s
come to mind, blurts out and interrupts
others, regrets it, but still continues,
seems like he cannot learn from
mistakes (this is the ADHD productivity
shame cycle), sit next to supportive
student, notebook lists all assignments
to help keep organized once a week,
bikes to and from school, allowed to get
up and move, fidget toys, ADHD could
be the tip of the iceberg. For every girl
diagnosed, 3 boys are diagnosed.
- Attention type
- Impulsivity type
- Combination type
In class strategies:
- preference of seating, fidget toys,
repeat directions, frequent checking,
organization, hands-on interactive
learning
- Organization: very important, need to
teach them how to be organized, take
perspective of time, guide in every step
in the beginning, then step back when
they are getting it
- Hands on interactive teaching
- ADHD and Reading in Refugees
- higher ADHD symptoms were
correlated with lower word reading
accuracy
- time spent in a refugee camp meant
that the children who spent more time
in these camps had higher ADHD
symptoms and therefore also lower
word reading accuracy
- Repeating instructions is very
important  they have very high brain
activity, so they need repeating, so they
remember, and it gets through to them
- Exposure to traumatic events impaired
their coping abilities and increased their
risk of developing ADHD symptoms
Externalizing problems:
- Migration stressors among refugees
-Pre-migration: conditions of war,
exposure to violence, parental
separation
-In transit: living in refugee camps,
instability, disrupted education
-post-migration: -acculturation, reduced
social supports, educational challenges
- Mental health challenges: depression,
anxiety disorders, reduction in life
satisfaction & wellbeing, externalizing
behaviours, post-traumatic stress
disorder
- Impacts of Mental Health Challenges in
the Classroom: School engagement,
social interactions, academic outcomes,
language & literacy
- Impact on mental health & literacy:
higher level of internalizing symptoms
and externalizing symptoms score lower
on reading assessments and receive
worse reading grades on report cards
- Mental health and reading in refugee
children: Componential Model of
Reading  Cognitive (phonological
awareness, respective vocab),
Psychological (inactivity/hyperacitivity,
conduct problems, emotional
symptoms), Ecological (home literacy
environment, parental education) =
Reading Ability  Psychological +
Ecological = cognitive  reading ability
- Only 65% of the children in the study
had received formal schooling before
arriving in Canada
- Early Literacy Skills + Mental Heath &
Wellbeing + Home Literacy Environment
 Need for Comprehensive and Holistic
Interventions
Supporting mental health in the
classroom:
- Create a welcoming, inclusive,
supportive environment
- build student mental health literacy
- connect & support students who may
be struggling
- Implement evidence-informed mental
health practices
-Mindfulness practices help: meditation,
yoga, mindful movements
Mental Health and Reading Skills in
Refugee Children
- Ecological factors focus on home and
school environment
- Goal of the study: To disentangle the
variances and effects contributed to
home and school environments
- Almost half of the effect on children
reading development comes from the
family reading structure
- Pedagogical Approaches:
1. support emotional wellbeing
- include students heritage languages in
the classroom, identity, increase self-
esteem
2. Using visuals: pictures and real
objects
3. Interactive Games/Hands-on-learning
(play charades where students act out
emotions, bingo cards for learning
words (use pictures, synonyms,
definitions), stand-up sit-down activities
4. Narratives/Plays (situations and
coping strategies) learn coping
strategies
5. Shared/Group Reading (Important for
listening comprehension and language
production skills)
Math
1. Knowing the academic
vocabulary in math is so
important
 2. Use graphic organizers (tables,
sequence, charts, venn
diagrams)
3. Cue cards (use words in English
and their heritage language)
4. Word problems Show the words
and the beginning of the math
operation like 5+4=____ “How
much fruit did sam buy if he
bought 5 apples and 4 oranges”
Science:
1. Using graphic organizers
(sequence charts…)
2. Cue cards
3. Hands on experiments
4. Outside the classroom:
Prosocial, constructive, group
activities will aid the students
emotionally, and in other ways
too
Feb. 1, What's Zoom / Meike Wernicke Abstract: Every day, teachers integrate - Culture is an interpretive framework
2022 intercultural & Carl Ruest cultural elements into their lessons, whether that we use to understand the world
about Netflix? through readings, songs, stories, films, around us, our interactions with others.
-- an visual media or other means. But how can - intercultural understanding relates to
experiential Meike.wernicke@ubc.ca we be sure these cultural meanings are what is unfamiliar to us – focus on
approach to @MeikeWernicke taken up as intended or go beyond a simple difference
making appreciation of culture to further develop -culture is seen as not just a product,
interculturalit Carl.ruest@ubc.ca the intercultural competence of our but a process of meaning making
@MCRuest students? At a time when educators are
y relevant in -How do we engage our students in
navigating the integration of Indigenous
the classroom this?
priorities as part of reconciliation, and with
- A process of decentering: shifting
the ongoing pandemic exacerbating
societal and political tensions on a global
scale, intercultural understanding is all the
more crucial as an integral component of
our classroom interactions. In this
workshop, participants will work through an
activity rooted in experiential learning and
transformative pedagogy that will allow
them to reflect on how we might confront
and develop new perspectives as part of
developing intercultural understanding.
Based on a qualitative study with second
language teachers' perspectives on cultural
and intercultural teaching, the workshop
has been designed to provide participants
with an opportunity to focus their
exploration on the links between culture and
language and the importance of awareness
of their own cultural identity.
https://docs.google.com/document/
d/
1tTNxoXoLYqyacmhhGuYpdYauSYbtO5-
ltaBg8w05084/edit?usp=sharing
towards the perspectives of others
while knowing and maintaining a focus
on oneself, we must first know
ourselves
- Recentering as an intercultural
experience:
- Netflix poster: Cuties  initial
reaction: it was a controversial
show/film, children sexualized, black
child positioned lower in the picture,
white child closer to the top
 actuality it is a movie about coming
of age and cultural differences and the
sexuality of young girls. Not a “toddlers
and tiaras” vibe show
- A. Making hypotheses
- B. Analuze/discuss
How do we encourage multicultural
learning in the class?
- “It is important to analyze the tools we
give to girls to construct their identities”
- C. Reassessing our perspectives
 Synthesis: 1. Starting from self 2.
Going towards others 3. Coming back to

Feb. 8, Mental Zoom / Sandy Yep Mental Health and Well-
2022 Health (EDU), Paul Nalli, Being (P/J/I/S): Ministry of
Virginia Rutledge –
Virginia.Rutledge@on
Education
tario.ca
Sandy.Yep@ontario.c https://www.youtube.com/watch?
a v=KIswi_4yRaE&t=9s
Paul.Nalli@ontario.ca
http://www.edugains.ca/
resourcesLNS/Monographs/
CapacityBuildingSeries/
CBS_ThirdTeacher.pdf
https://smh-assist.ca/wp-content/
uploads/InfoSheets-Supporting-Minds-
MH-Classroom-English.pdf
https://thunderbirdpf.org/first-nations-
mental-wellness-continuum-
framework/
https://smho-smso.ca/wp-content/
uploads/2020/01/One-Call.pdf
https://
self: My new positioning in light of new
experience
1. Mentally healthy schools post-
pandemic
Pay attention to:
-healthy mind and body
-meaningful learning experiences
-sense of belonging
-safety – physically and emotionally
-supportive relationships
-positive sense of self and spirit
How to support students post
pandemic:
- everyone has a unique covid story
- lead and teach with compassion, some
have experiences significant grief, loss,
distress
-Provide safe and welcoming space
-Need intentional, collaborative effort
to balance elements that support
student achievement and well-being
Designing the Learning Environment:
The Third Teacher
2. Mental Health and Well-Being
Supports
- Promote positive mental health and
well-being
-Build strong social-emotional learning
skills
-Reduce stigma and encourage help-
seeking
www.mentalhealthcommission.ca/ -Identify students in need of support
sites/default/files/
ChildYouth_School_Based_Mental_Hea
lth_Canada_Final_Report_ENG_0.pdf

https://go.ojilifelab.com/corona-care/

https://sites.google.com/gotvdsb.ca/
equity-inclusive-education/resources/
culturally-relevant-responsive-
pedagogy

ONECALL
http://www.edu.gov.on.ca/eng/ -Observe
policyfunding/growSuccess.pdf -Notice
-Explore
https://www.oct.ca/-/media/PDF/ -Chat
PAMentalHealthTour2019/ -Ask
infographicthumbEN.pdf -Listen
-Link
“Parents and teachers who take care of
https://www.sinaihealth.ca/school- themselves, are better able to take care
educator-videos of their children and students”
- Our main role as teachers in schools’
https://forms.gle/ mental health is promotion and
kiNhubJzvW3BD5TW6 prevention.
- Personal Resiliency and Self-Care
- We have competing demands on our
energy
-Practice self-kindness and patient with
yourself
-Try on some new self-care activities
-Take time to check-in with yourself
-Remember we are also modelling self-
care for our students

Role Model Effect

-shows having a teacher of the same
ethnicity can be enough for them to
want to achieve

3. Targeted Supports – Cultural

Responsiveness and Social
Emotional Learning
- SIFE (Students with interrupted formal
education)
- Culturally responsive and relevant
approach
- educators develop a socio-cultural
competence
-recognize every student learns
differently
-see diversity in terms of student
strengths, not deficits, assets

Social-Emotional Learning Skills (SEL)

- Identification and management of
emotions
-Stress management and perseverance
-Healthy relationships
-Self-awareness and sense of identity
-Critical and creative thinking

- Be proactive in identifying and

dismantling (systemic) barriers that
students’ experience
- Be cognizant of IMPACT vs INTENT

Incorporate CRRP into Your Lesson

Planning
- How does EVERY student see
themselves reflected in your
instruction?
- How are you providing opportunities
for EVERY student to share their
authentic lived experiences?
- How are you providing assessment
opportunities for EVERY student to
demonstrate their individual stegths?
- How are you cultivating an inclusive
relationship with EVERY one of your
students? And their families?
- How is EVERY student inspired by your
instruction to be a life-long learner and
to consider teaching as a vocation?
- Mental Health and Equity and
Inclusion will most likely come up in
your future interviews
- As an educator I notice this in a
student, and this is how we got the
student to get back into schooling in a
 positive way

Feb. Mental Zoom / Richard Mental Health and Well- - Tier one, two and three supports
15/22 Health Bolduc Being at the OCSB - tier 1 level: Whole classroom/school
Presenter: Dr. Richard Bolduc, C.Psych. presentations, social workers, parenting
(he/him/lui), Mental Health and Well- presentations, addictions councillors
Being Lead/Psychologist, Special - Tier 2 level: mental health supports for
Education & Student Services students with mild to moderate
Department problems, small group presentations, in-
This presentation will provide person/virtual groups for early
an overview of the intervention and prevention strategies,
OCSB Mental Health and clubs, come together and do things
together
Wellbeing strategy as well as - Tier 3 level: intensive supports for
specific strategies for students and families, individual
teachers relating it to clinical counselling, support to
practice. Socio-Emotional parents/guardians, referrals, tragic
Learning strategies will also event/crisis response to students,
urgent care services, suicide
be discussed. The OCSB
intervention services, student
will provide a model of the engagement/attendance issues, offer
way a Board of Education has counselling and check-ins to
implemented the Ministry of students/families
Education's policy direction. - PATHS program
- Fundamentals of SEL:
bit.ly/20LNvra -The Five Core SEL Competencies
 Self-Awareness.
 Self-Management.
 Social Awareness.
 Relationship Skills.
 Responsible Decision-Making.
- CASEL – Collaborative for Academic
and Social Learning
-

Mental health: Realize one’s potential,

cope with normal stressors, work
productively, contribute to community
SEL: self-awareness, ….
Collaboration, Communication,
Character, Citizenship, Creativity,
Critical Thinking  strategies in the
OCSB for mental health and SEL
teaching
- The Third Path: develops a deeper
understanding around hierarchical
order of the eight conditions for
achievement and well-being. Starting at
the fundamental developmental needs
(safety, regulation, belonging, positivity,
engagement, identity, mastery,
meaning)
-What is taught, How it is taught, why it
is taught (The third path)
- social connectedness is more
important in adult wellbeing than
academics (although they are both
connected!)
- Well-being is complex, dynamic, a
subjective component, bolstered by
more than the presence of personal
qualities
- work to empower the positive traits in
a person, even if they have a disability,
do not focus on the deficits
- Well-being and academic achievement
should not be done separately.
- Teaching, in any subject area, can be
taught in a way that promotes well
being
- Well being can be embedded in
everything that schools do.
- the educator is the most influential
strategy
- What are some ways that you hope to
build relationships with the students
you work with?
 SMHO-Parents and families
Jack.org- Youth Mental Health Resource
Hub

Culturally responsive partners to help in

schools too
Feb. Conflict Zoom / Louise Hall Counselling Applications in Perceptions – Am I wrong? Are you
15/22 Resolution in the School Setting: The wrong?
Primary As a teacher we are in a helping
grades
Solution-Focused Model profession: ensure a safe environment,
build trust, develop rapport, foster
Presenter: Louise Hall (University of tolerance, practice safe decision-
Ottawa) (Focus: PJ, JI) making, see from the student’s
perspectives

This workshop introduces
you to a solution-focused
counselling model that is
useful in the school setting.
Explore communication skills
that promote respectful
interactions and effective
support for your students.
Learn strategies to resolve
school conflicts quickly with
brief, positive interventions.
http://serc.carleton.edu/
NAGTworkshops/affective/
effective.html
https://serc.carleton.edu/serc/about/in
dex.html
- To see from new perspectives, think
positively, to learn and apply self-
regulation skills, to develop resiliency,
to practice self-efficacy, to accept
responsibility
- Encourage SEL in the classroom:
- Create a climate of trust, help students
recognize and express their feelings,
help students
Mindfulness:
- Take a deep breath
- Focus your attention: gently push
aside intrusive thoughts, bring focus
back to the moment
- Stop yourself from making
judgements: stay as neutral and
accepting as you can, separate the
behaviour from the person
- Access your compassion and empathy:
Communicate your concern and caring
Erikson  psychological stages (socio-
emotional), resilience and self-efficacy
Maslow  hierarchy of needs, self
actualization
Kohlberg  Stages of moral
development
Bloom  Taxonomies of Learning
(cognitive, affective, learning)
reacting in some way (Receiving,
Responding, Valuing, Organization of
values, Characterization of values)
Solution-Focused Approach
- How will things be different?
- What will you see? What will you be
doing?
- What
- Change is constant, think about
exceptions and past successes, uncover
hidden resources (resiliency, self-
efficacy, self-regulation)
-when a student asks for help, they are
already changing
- Giving advice is not a great strategy 
if the student does it and it backfires,
then you are the bad guy. If it is the
right advice, that’s great, but what have
you taught them? To depend on
someone else. Offer possible solutions,
try this or that, do not state it as this is
the answer.
- Indirect compliments:
Not Good job! You solved the problem!
 How did you solve the problem?
Good for you, you didn’t lose your
temper  What helped you keep your
temper?
- self-efficacy
- self-regulation

How did you manage to do your

homework 2 weeks ago?
What is different or helpful about the
times when things are better?
Who noticed that this time was
different?

Is this solution happening already,

maybe in other classrooms and
situations at school?
Where else have some of these actions
happened before, in other grades or
outside of school?
- Explore previous solutions?
- “You’ve dealt with tough kids before.
What worked then?”
- Bullying: WHITS, Zones of regulation,
third path
Art drawing  take time to draw a
picture of how you’re feeling right now,
where it hurts, colours to show
emotions; think of positive times when
they are in the same environment; give
them a map of the school and ask
where you feel the most sad at the
school (helps you to monitor it and see
the reality of the situation) help monitor
behind the scenes, write out their
feelings, journaling, problem solving
table  list, what’s good, what’s bad

“I can see you are feeling some big

emotions right now”
“That must be so hard for you”
“What can we do to help?”
“What can you do to make yourself feel
better?”

The Miracle Question: Let’s pretend

there’s a miracle, when you wake up
tomorrow morning, the problem is
gone. What are you going to see when
you wake up? What will be different?
Who will notice?
 can be powerful in changing
mindsets, but be careful because not
everything can be changed/resolved

Scaling question
On a scale of one to ten, how are you
feeling today?
Ask what’s missing?
How do you get from a 2 to a 3?

Conflict Resolution:
Shared Solutions: A Guide to
Preventing… (2007) Ontario Ministry of
Education
 Never put the bully and victim
together, always separate to talk with
them, otherwise you are re-victimizing
the person
- Focus on the problem and solution,
think that everyone can win, focus on
change, look for solutions
- DON’T: look for someone to blame,
focus on the person, think that
“someone has to lose”, focus on control
 what can the student control? What
can they not control?

Steps for Conflict Resolution:

- Get together.
- Take turns talking and listening.
- What will help?
- Choose a plan.
- Do it!

The TAG Formula:

Tell: tell the person what you didn’t like
and tell them how it made you feel
Ask: ask the person what they can do to
help
Give: give a suggestion about what you
want for the future, give the person an
opportunity to tell, ask, give
- No “you make me feel”, “I feel…when
…”
- Do not expect overnight success.
Conflict resolution is a long-term
commitment
Consider:
- How much time you have?
- How much the children will learn from
this situation?
- How important the problem seems to
be to the children involved?
Responding to Conflict:
- Who and what?
- Solution? Clear and immediate or
complex
-level of emotion (distress, anger)
- Are all those involved ready to
discuss?
- Private or public discussions?
- Deferring the discussion…
- Resources or opinions?
- Recurring or unique?

Is there an alternative?
 Restorative Practices
Restorative justice is a process
 Water the Flowers, Not the Weeds!

Notice what goes well. Make notes on

what is working. Not on what isn’t.

“Treat a person as he is,

“I’ve learned that people will forget

what you
Feb. Antiracism Zoom / Dr. Jude Mary Cornel West in conversation with Myrna Trying to engage in our quest for truth.
18/22 and Academic Cenat, Dr. Victoria Lashley  All Canadians are right now, no
Freedom Barham, Dr. Cornel matter if they are protesting in the
West, Dr. Myrna Books by Cornel West: trucker convoy or not – beautiful
Lashley - Race Matters perspective
- Democracy Matters
How do you reconcile academic
freedom and antiracism
- lift every voice of black people
IF YOU ARE GOING TO TEACH, TEACH - I am only a small moment in time,
THE TRUTH. there are many many people who came

Where to find the recording of the - We need to learn our history
meeting:
https://www.youtube.com/channel/
UC0PAxZ6tjxi0ioxyG7E0VWg
before me and there will be many who
come after
- think about the ship that carried the
slaves from Africa  they were
members of a tribe when they got onto
that boat, different tribes. But when
they got off the boat, they were
“Africans”. They striped away their
identity.
It is not academic freedom, it is
academic responsibility.
Render them accountable and
announce able. Do not police them.
We need to unlearn the myth that black
people are not important. We need to
deconstruct it and dismantle it, then
together, we need to co-construct a
new history that belongs to all of us.
We are going to “ban” books, but we do
not know the history of the books. For
example, to kill a mockingbird, he was
an antiracist using that word to show
the pain in it, he was an ally. But, in that
time, how were people able to be allies?
Modernity
Who has knowledge and who controls
knowledge? Or they think they control
it.

In the end, there is always more that

they cannot control. That is the
problem, if I can’t control it, how do I
understand it? But you can’t control it
so you don’t try

Since you were born, White people are

told that they have been told that you
control all the resources. The Myth of
Ownership. You didn’t own it then, and
you don’t own it now. You never did.

If you have no humility, you …

Identity
It is a desire for recognition and
connection.
What is the moral content of it?
And what are the political
consequences of it?

“No theory is kind to us that treats us to

seeing”

“To be born black, is to be born angry”

Ethical cultivation, moral courageous
action  cannot end with skin colour

Think of the term “negre” in French. It is

always used in a racist way. “I worked as
hard as a “negre”. They try to defend
the term, that it’s not bad, but if you
use it in a racist way, it does not matter.

Emanual Kant  philosopher who was

extremely racist.

Enlightenment occurs when you are

freed from self-imposed immaturity.

Living in the decaying moments of the

united states empire.
1492-1945 modernity
Nationalism is so powerful  choose it
every time over race, gender, etc.
Empiricist out  nationalism steps
back in

New humanism  the whirlhouse

(Martin luther king)

They’ll die for their country? But are

there some other things worth dying
for?

In order to die for the truth, they need

to dismantle nationalism. You are
willing to lie, to cheat, to condemn
yourself, your family, and you are
willing to bend them to this idea (like in
Germany for example, the Spartans,
rome) The state is more important than
the individual.

But. We need to take a moral and

ethical stance. This is not acceptable.

No.

We had this battle with Obama, using

blackness as a way of cheating us from
seeing. We didn’t see the 7 wars, the
bombs drop, wall street get away with
murder…

Unarmed truth, “unapologetic love

beginning with the least of thee”.

The United States is a nationalistic

state
in an adolescent mode.

Obama in a house that slaves built.

Black people’s hearts were so filled,
that they were afraid to criticize. They
basked in the glory that a black person
being in power meant for them. They
were connected. They were negating
the progress that came about.

The suffering is the starting point. It

allows us to theorize, intellectualize.

The reception of the black people at

the end of the war, underground
railroad, some of them went back
because of the way they were treated;

Land given to black slaves, was then

given to the Acadians, they only wanted
the best so the intellectuals, builders,
smart people; but that left their home
countries with less

Integrity, Honesty, Decency, Courage

Shooting the bandit’s shadow and not

shotting the bandit.

Dismantle it, otherwise we will keep

shooting the shadow.

Colonialism and it’s impact on the soul

and mind of people. The brainwashing
that was done to us. Our own teachers
taught us that.

Building on the best of what came

before. Stop getting rid of things that
are better just because you don’t
understand.

How do we mobilize all that we can with

the criteria: Integrity, Honesty,
Decency, Courage

Denies the fact that Josiah Hanes came

to Canada and based this story on this
wonderful black man
Denies Harper lees fight against racism

As a society we have to fight them

Diversity, Equity, and Inclusion all must

work together

The association that diversity has with

lower quality.

Be lovestruck. Decides to be a follower

of Jesus. Being connected to their
humanity and a steadfast commitment
to their welfare.

Polarization and gangsterization

 a gangster will say and do anything
no accountability (Hitler, Trump)
 gansterization of the whole society
-distrust, paranoia, poverty of
imagination, not concerned about what
they are going through, reinforces
narcissism, running amuck

Eminem  at the superbowl half-time

show 2022  no one else did.
John Brown and Eminem
He bore witness.

Jay-Z, Dr. Dre  talented, but scared to

go against the elite

Gotta love the people on the streets,

don’t just love the streets.

It’s not that they do not care, but the

manifestation of what they care about
is not what you believe should be
done.

Know the history. Where did this come

from? What was the message? Make
sure that they know that Harper Lee
used the word to illustrate the pain the
word has to people of the time (and
now).

I don’t believe in policing, but I believe

in accountability.

It is not your right to say anything.


Feb. Zoom/ When the Lines
22/22 Martha Last year, the Ottawa region
Blur: Supporting welcomed over 1,000 student
Mackenzie
English language newcomers to its many
learners who schools. These are students
have complex whose families may have
learning profiles. either immigrated or may
have fled war, conflict and
environmental catastrophe
and arrived as refugees.
These students bring both
specific challenges and
special gifts. This workshop
Accept that racism exists. We need to
start some serious truth telling. This is
not Black History or Indigenous
History; this is Canadian History.
The university must go back to its roots
for the quest for truth.
We need to deepen our limits for the
quest for truth. We are only just
becoming aware of how deep these
systemic racisms exist.
These are real forces in the world. It is
not simply rhetoric and narratives.
- Refugee children/students (ESL, ELL,
ELD)
- culture shock, discrimination, identity
issues, isolation, socio-economic
constraints, chronic trauma
 4 stages of adjustment:
-honeymoon stage
-hostility stage
-humour stage/coming to terms
-home stage (integration)
What can school do to support this?
-Embrace and represent cultural
diversity
- warm and welcoming beginnings

will explore the world of
English language learners
with a focus on their myriad
of challenges including the
resettlement journey, their
adjustment to school life and
the ways in which we can
identify and best support
their needs.
STEP Tool Information:
http://www.edugains.ca/newsite/ell/
step/step_overview.html
http://www.edugains.ca/newsite/ell/
index.html
- predictable, safe environment
- ensure parents feel included
- be aware of potential stessors (closed
classroom door, dark hallway, harsh
language, school bells, fire alarms,
airplanes flying overhead, situations
where students seem out of control
“horsing around”, other children staring
at them
What does it look like?
- learn and practice student’s name
- carefully teach school expectations
- positive relationships
- limit assumptions (these students may
never have lined up, held a pencil, know
that in English you read left to right, top
to bottom etc.)
- Always placed age appropriate (not at
their language age for the grade they
are placed in)
What does it look like for an incoming
refugee student?
Family Reception Center (FRC) in the
OCDSB
- have an initial intake assessment and
interview of her and the family
-assessor will decide her level of
language acquisition based on the STEP
(Step to English Language Proficiency)
tool.
-Not an IEP, but a STEP plan.
- Once completed the ELD program, she
would move to the ESL program.
- Students are placed by need first, they
are tired to place in their communities
and with other students who are ELD,
but if that is not possible, they will be
placed in regular classrooms
- Basic Interpersonal Communication
Skills (BICS) can take up to 5 years
- Cognitive Academic Language
Proficiency (CALP)  can take up to 10
years

Key Elements of Effective Instruction:

1. Affirm the identity of the
learner:
- encourage the use of L1 at home,
model inclusion for all, help students
discover their own strengths, if a family
is not literate (they can speak it, but not
write or read it) can be very hard for
their children (encourage parents to
take on schooling to become readers
and writers, will help encourage
students)
2. Engage the learner
Bilingual learning (English and their L1,
dual language books, draw a picture,
write in L1, write in English)
Scaffold instruction, the child’s cognitive
level is what we want to build on, the
STEP document becomes the ongoing
assessment, build on background
knowledge, incorporate student talk in
every lesson, clear
guidelines/instructions
The Clothesline: A way to infuse the
world of numeracy
Map your day so far in math:
Use chart paper and markers to
illustrate a mathematical mind map of
your day so far. How have you used
math? How could something you
observed or did be described
mathematically?
3. Extend the language of the
learner
Oral language is the foundation for all,
students learn best when the learning is
meaningful to them and relevant to
their contexts, share the learning, if you
read with somebody ever day then they
will learn how to read
-power of pictures, tell a story in
pictures, drawing pictures is the
beginning of writing, promotes inclusion
and authentic conversation
Stages of Language Acquisition:
Pre-production:
-Silent period
-May have 500 words in L2, but not
 ready to speak
-learn using
manipulatives/activity/hands-on
Production:
-May last up to 6 months
-Students develop a vocabulary of about
1000 words
- give them the read item and labels, get
them to match it, moving/active
Speech Emergence:
Students have developed a vocab of
3000 words
-pair reading, can start to sound out
things
Affected by many factors:
-Self-concept
-Personality
-Life experience
-Family situation
-Culture
-Literacy: is the student literate in L1?
-Motivation
-Anxiety
Feb. Zoom/ Alicia The Right to In 2019 the Ontario Human Current Ontario Language Curriculum:
22/22 – IDA Ontario Read Inquiry – Rights Commission (OHRC) -based on Smith & Goodman
Kindergarten curriculum emphasises
what is it and launched a public inquiry to exposure to books, but does not include
what does it determine if Ontario schools direct
mean for are using scientific-evidence - Curriculum is at the centre
teachers? based instruction to meet their Lifting the curtain on EQAO scores
legal obligation to teach  about 1/3 of students in grade 3
 students to read. The OHRC cannot read independently to pass
Dyslexia has created a set of EQAO
once an IEP is developed, they are
benchmarks which they are not removed
using to assess whether school  IEP’s increase as you go up in the
boards are providing equitable school years as well
and effective reading - Reading is a major area of struggles for
instruction, assessment and students with IEP’s across the board
- Kids are not catching up with time, it is
intervention to all students. only getting worse. EQAU data proves
This presentation will explore this.
how the inquiry got started, - Locally developed programsdo not
where the benchmarks came work towards a diploma, but a
from, and what you can do to certificate where they will not have the
ability to go to post-secondary.
ensure you are prepared to
meet every students right to The Science of Reading:
read. Want to make a word stick?
Sound it out!
How We Learn Book by Stanislas  decoding, orthographic mapping
Dehaene  large bank of words stored for
https://www.amazon.ca/How-We- instant recall  fluent word reading
Learn-Brains-Machine/dp/
0525559906/ref=asc_df_0525559906/? John Hattie:
tag=googleshopc0c- Factors effecting student success (effect
20&linkCode=df0&hvadid=4592759845 size)
29&hvpos=&hvnetw=g&hvrand=76074  0.4 represents one year of growth for
02762993139441&hvpone=&hvptwo=& one year of schooling
hvqmt=&hvdev=c&hvdvcmdl=&hvlocint  Positive home dynamic (0.52) &
=&hvlocphy=1002376&hvtargid=pla- parental support, household income
1040530811886&psc=1 (0.50)
Language at the Speed of Sight book by:  Explicit phonics instruction (0.70) &
Mark Seidenberg explicit vocabulary instruction (0.62)
https://www.amazon.ca/Language-  Balanced literacy/whole language
Speed-Sight-Read-About/dp/ (0.06)
1541617150/ref=asc_df_1541617150/?  Response to Intervention (1.29)
tag=googleshopc0c- ----- Multi-tiered systems of support
20&linkCode=df0&hvadid=3128119496 Over 95% of people can learn to read
97&hvpos=&hvnetw=g&hvrand=64743 well. About 30% of people do learn to
73902467808992&hvpone=&hvptwo=& read easily, but the other 70% need
hvqmt=&hvdev=c&hvdvcmdl=&hvlocint some degree of explicit instruction
=&hvlocphy=1002376&hvtargid=pla-
525693879356&psc=1 The OHRC is calling for the
implementation of a Response to
Intervention Framework including:
The Science of Reading: a defining - Scientific evidence-based instruction
moment for all
-Universal screening
-targeted interventions for all students
Right to Read Public Inquiry: who need it, and is the intervention
Audit of a representative sample of happening in kindergarten
Ontario school boards, public hearings
are all available on their YouTube Reading difficulties can be prevented.
channel It take four times as long to intervene in
grade four as it does when intervention
March 25th, pay what you can starts in kindergarten.
symposium
Scientific evidence based general
classroom instruction
Is Canada really an educational
superpower? An article Structured Literacy and Typical Literacy
https://link.springer.com/article/10.100 Practices by Louise Spear-Swerling
 7/s11092-020-09329-5 -explicit instruction, systematic &
cumulative, hands-on, engaging, and
Emily Moorhead web series: multimodal ; diagnostic and
https://www.idaontario.com/5900-2/ prescriptive

Science-based curriculum and teaching

methods
Structured Literacy and Typical Literacy Mandatory early screening
Practices workshop look for this! Effective reading interventions
Effective accommodation
Psycho-educational assessments
April Zoom/Laura Assessment and
26/20 Christmann Evaluation (P/J/I/S)
22 and Grant
Minkhorst
April Zoom/Sara Canadian Geography
26/20 Black Education’s Idigenous
22 Resources
April Zoom/Katie Be the Change: Civic
26/20 Grams Engagement Lessons
22 for a Sustainable
Future
April Zoom/Tammy Assistive Technology
26/20 Baine in the Classroom –
22 Good for All,
Necessary for Some
April Zoom/ Using Arts Integration
27/20 for Social Justice
22 Education & to
Promote Creativity
and Critical Thinking
 in the Classroom
April Zoom/Andrea Humanitarian
27/20 McArthur Education
22
April Zoom/ Caring, Connecting,
27/20 Carolyn and Consequences
22 McGuire and with the Nurtured
Karen Hill Heart Approach
April Zoom/Cindy Keynote: Spirit Bear
28/20 Blackstock
22
April Zoom/ Project of Heart &
28/20 Educational
22 Communities working
with Spirit Bear –
Reconciliation is All of
Us!
Sept. uOttawa Hiring Process or How dhogg@uottawa.ca - Get all necessary docs together
22/22 room LMX Do I Get a Job? - Continue networking
390/ David  Feel free to send your finished - Work your resume (spell check,
Hogg resume to him to look over, but grammar, content, someone else
give him time to do so check, proof read, have it
reviewed)
- References  school, work,
volunteer
- Work experience  teaching
experience – practicum, after
school program, tutoring – other
experiences working with kids,
other experience (organization,
commitment)
- Volunteer  coaching,
classroom/school, community
groups
- Take Courses  AQ Courses,
Special Interests – first aid,
coaching certificates,
professional development
- Portfolio  gather materials
(Standards of Practice)
- Application Forms  follow
instructions (apply to education),
spell check, proofread/submit
early!!
- Always use examples in
interviews, specific, show
evidence
- Send your resume early,
volunteer experience important
(once he got 1800 resumes and
had to use a rubric to cut them
down to 200 interviews. 4 marks
were for volunteer work.)
- Grade 6 practicum, did this
lesson, coached this team (that
is not under volunteer work),
volunteer outside the school
practicum
- Need 4 references – WHO? (Sara
Lepine, Trish Scott, Dianne
Khawas, Todd Thompson?
Heather Lawson, Gerry M.) 
 always include your 2 ATs 
someone else in the school you
team taught with (better than a
personal reference) Nicole
(KOTR) a person who can talk
about your teaching, Kelly Hines
(1 week of my practicum)  ask
permission, make sure the
phone number and e-mail are
right
- The best way to improve your
school is to hire the best
teachers
- Practicum, experience with
kids/teaching (not practicum),
other work experience
- This is the task I did; this is how
it went; this is what I learned
- Be confident – high energy class,
lots of stories, big personalities
(always be positive)
- How it helped the kid learn
- Bring examples, extra copies of
resume, bring lesson plans,
examples – might not have
access to digital hub, never
know
- Preparation for Interview –
board website (Board Goals),
brainstorm potential
questions/answers
- Make sure you know where the
interview is and how to get
there, ask if you get the
questions ahead of time to look
over the questions, verify the
parking! Some schools have
underground parking!
- Prep before the actual interview,
arrive 15-20 mins early, write
point form notes to bring with
you
- Use your practicum report as a
reference letter (could be a
possibility)
- The Interview:
- First impression/be calm/they
want your best
- Breathe/pause when necessary,
take a second to collect your
thoughts
- Make eye contact, smile
- Voice level, try not to speak too
fast, speak with feeling
- Watch your time/check
notes/try to have time to answer
all the questions
- Make sure your portfolio is well
organized and use sticky notes
to mark answers (numbered)
- Leave everything on the table
and let your true self come
 through (core values,
philosophy)
- Common questions – planning
and assessment, classroom
environment, communication,
dealing with students, meeting
the needs of students,
differentiated instruction,
conflict situation, creativity,
innovation
- Always leave with a good
impression (thank them! Good
last sentence)
- Talk about Qualifications and
experience, they don’t give
prompts, make sure you get to
everything
-
Sept. The 4 Seasons Bruce Hoey @creatingpositivebehaviour September – October
22/22 of @hoey1822 - Who, When, What
Behaviour / Behaviour first aid in Creating.positive.behaviour@gmail.co - Talk to admin about the
Bruce Hoey november! PLC m students in your class, Talk to
(Author of EAs ECEs they know because
Creating $10 for the book, for uottawa students they are the ones to deal with
Positive only otherwise its $20 behaviours, custodians (they are
Behaviour – 1 always in the halls, they see
Tip at a Time) whos wandering the halls), OSR
(Ontario Student Record), IEPs,
Mental illness, find out a bit
more about the family (maybe a
phone call home, is the child
 looking forward to school?)
- Class Meeting (introduction,
talking piece, getting to know
them, let them know you,
expectations, building
community (circle time, tell me
your names, what are you
interested in, use an important
talking piece that holds respect,
tell me something you’re really
looking forward to this year?),
tell me something you’re scared
of (gets the giggles out)
- What are your interests? Let
them know you
- Once you start the circle time
with them, continue it weekly,
be mindful though, some
students have anxiety and may
feel uncomfortable with the
circle, that they are allowed to
pass.
Building Relationships:
- Rita Pierson – Every kid needs a
champion TED talk
Building Clear Expectations:
- Lining up
- Raising hand
- Follow directions
- Being respectful
- Being a good helper
 - Work and play in a safe manner
- Keep your area tidy
- Stay in your work area
- Work quietly? Quietly is not
clear, without talking, voice
levels? Talking no talking?
- Practice, Practice, Practice
- What does being a good helper
look like? (kid with autism can
he have any helper jobs?
Belonging classroom)
- Call home…. Find something
really good that the student has
done, for a student that is
usually a behaviour child or
“problem” build the relationship
on a good note
- Important to call, not just google
forms and e-mails, not everyone
has access
Transitions:
- Should always be treated as a
separate activity
- Step 1: Give warnings and CLEAR
expectations
- Step 2: Follow through with the
transition.
- Step 3: Give Feedback
- Use the word transition – it’s
transition time!
- This is where we are going, what
 are the expectations? Ask
students for the expectations
- When adults talk, students talk,
use non-verbal cues (thumbs up
for example)
- Praise them (“I really like the
way you did that transition
today”)
- How many transitions do you
see in a day?
November – December
- Physical environment
- Adult to Adult transitions, super
smooth, what are you going to
be doing in the next class?
- Things to remember when
setting up your room:
- Display student work – they feel
a greater sense of pride and they
will remember what they have
learned
- Mantras – refer to them often
- Avoid clutter – keep 20% of the
space open
- Colours – don’t overdue it pick a
theme
- Visual aids – reinforce learning,
take down ones not using
- Natural light – let in as much as
possible
- Bulletin boards – solid
 background with solid border,
make your display pop!
What drives behaviour? – sickness?
Hungry? Bullying? Don’t understand
math? Family member sick? Police
event? Autism? How was their day? Has
their cup been overflowing already
before he got to school.
There is something driving EVERY
behaviour, go after what is driving it.
Happy Holidays:
- Our tough kids, school is their
safe space, and they are losing
that for 2 weeks. Education
foundations  see what’s
available in the community
- Who isn’t getting all these extras
at this time?
- Different cultures?
- Keep an eye on your colleagues
mental illness around the
holidays is more likely, say that
you are excited to see them
when you come back to school.
January-March
- Back to basics – start the new
year off with a circle
- Don’t talk about the holidays,
what are the expectations for
the next few months? They will
be higher.
 - Set higher expectations.
- Transitions
- The noisy classroom
- Your class-your turf
- Lower your tone
- Circulate the classroom
- Clear expectations
- Stay calm
- Rob Plevin the noisy classroom
video
- 15 must have Indoor Recess
Items – gather things for
students to play with
The toughest week of the year:
- The week before march break is
the toughest week of the year
- Just got through a long winter,
seasons are changing,
behaviours come up
- Keep your structure.
- I can’t wait to see you after the
break!
April-June
- It’s so nice to see you!
- Spring is here!! Spring cleaning,
go through the thing son your
wall, what is still being used?
Take down things that aren’t
- Some students are sensitive to
clutter, messiness, dirt etc. be
organized!!
 - Semi-circle seating plan, chairs
on the other side of the desk, no
hands in desk when teaching a
lesson, then turn to their desks
to do work
- Use a non-verbal to keep voices
down – voice level and visual
- 30 min challenge – only non-
verbal prompts for 30 minutes,
no talking. Less exhaustion for
teacher
- May is the time to start planting
seeds for September
- Don’t stop now! June
- Routines are off, looking for the
end of the year, field trips, bring
classes outside to work
- Keep all the work you did in
September! The transitions,
structure, expectations are still
there! Don’t take your foot off
the gas
- Smile is contagious
Oct. OCT Ryan Reyes, APR Ethical Standards video - Misconduct
6th/ presentation https://www.youtube.com/watch? Abuse
2022 v=m4G8OYLPUho Sexual Abuse
 Standards of Practice video –
 Link to the Professional Advisories -
https://oct.ca/resources/categories/pro
fessional-advisories
 Link to the Registration Guide -
 https://www.oct.ca/-
/media/PDF/Requirements%20General
%20Education%20Teacher/EN/
general_education_teacher_e.pdf

 Link to the Application page -

https://apps.oct.ca/OLR/Template.aspx
?action=rege

Oct. Voices of Glenda Stevenson

6th Education:
/2022The ministry
of education
Oct. Trauma- Jess Whitley and How much does Trauma relate to - About 50% of kids will be
th
20 / Informed Rieley O’leary ADHD? Trauma has an effect  exposed to ACE (Adverse
2022 Classroom genetics too Childhood Experience)
- Affects behaviour and learning,
long-term effects, UDL
- What is Trauma? The 3 Es of
trauma: event, experiences,
effects. (trauma can be
intergenerational)
- Acute: single, isolated incident
- Chronic: Traumatic experiences
that are repeated & prolonged
- Complex: Exposure to multiple
traumatic events from an early
age, often within the cargiving
system
- Historical/Systemic
Post-Trauma Pathways:
(increasing)
-resilience
-recovery
-post-traumatic growth
(decreasing)
-severe persisting distress
-decline
-Stable maladaptive functioning

Responses to Trauma:
- Fight, Flight (can include
avoidant behaviours, substance
use to get away, being in the
room, but not being present),
Freeze
Trauma lens: (from judgement to
curiosity) Trauma glasses off
(manipulative, lazy/unmotivated,
attention-seeking, defiant) and trauma
 glasses on (Still Learning social norms-
looking for routine-trying to make it
work for them – looking for control – a
super-strategist, scared and unknowing,
calling for help, wants a different
approach)
How should we be talking about trauma
in schools?
- Scope of teacher practice
- Classroom focus
- Whole school (for continuality)
Pro-social skill stepping away
to calm down
- Tiered approach (tier 1 for
teachers in the classroom)

Create safety, regulate the nervous

system, build connected relationships,
practice “power-with” strategies, build
social emotional skills

Some students who are the over-

achievers, joining all the clubs, may
actually be avoiding something that is
going on elsewhere in their life (at
home?)
Oct. Special Tracy Crowe Learning for All (2017) Responsibilities of the teacher by law:
20th/2 Education -follows board policies and procedures
022 Support: https://docs.google.com/ regarding special education;
Inclusive presentation/d/ - works with the education team to stay
Practices 1NbSyu_ZqrOHDlth2OxRNRP5Q8AD2BE up to date
Ms/edit#slide=id.p1 -helps develop the IEP in collaboration
with parents and teachers
-communicate the student’s progress to
the parents.
- UDL and differentiation are considered
tier 1 interventions
-focus on collecting info – assessment of
student learning (INQUIRY)
-Tiered approach for early intervention
- Documentation is key, ongoing
process, parents and students involved
in the process.
- Tier 1: Classroom Teacher 
assessment is the basis – wide range of
tools to collect data, Knowing your
students – class and student profiles,
Planned curriculum – choice of program
(collaboration and problem solving),
Lived curriculum – ongoing assessment,
documentation, reporting (gap analysis)
- Tier 2: Collaboration and
Communication
-In school and board resources
-working as a team with all the
resources and professionals, family
members etc.
-Tier 3: Developing a Coordinated Plan
-more intense support
-continued intervention
-specialist assessment
-development of an IEP
 -IPCR process – then development of an
IEP (clear written plan, identification of
learning expectations,
accommodations/modifications)
- IEPs are a working document, can
change anytime, as long as you inform
the parents
Nov. Jim Taylor Deep Learning New Pedagogies for Deep Learning “Create a Global Revolution in the way
10/22 that we teach and the way that we
Michael Fullan and the 6 C’s learn” – Michael Fullan

jtaylor@uottawa.ca In deep learning, the role of the teacher

shifts. We are part of a learning
revolution.

Use the 6 Cs in the curriculum. How did

the character demonstrate the 6 Cs?
How did the historical figure? How can
you demonstrate this?

Deep learning is the acquisition of the 6

Cs through carefully designed learning
experiences created through the
partnership between students and
teachers.

Garfield –jenny newman “learning

classrooms”

Everybodys a teacher and everybodys a

learner  who do you teach in your
life? Who teaches you?

Gravitate towards the leaders of the

school in learning and pedagogy

Lead the charge

You meet people where they are at.

Students, colleagues, children, adults.
Meet them where they’re at.
Be flexible and adaptive. PIVOT!!

The teacher is the “activator”

1. New relationship between
students and teachers
2. An emphasis on metacognition
3. Teacher clarity of learning
intentions and outcomes
4. The use of feedback to support
all learners
5. A collaborator and culture
builder

“Just because something works, doesn’t

mean it can’t be improved” – Suri from
the Black Panther

Students become good at learning, but

they also become good at life.

Thinking classrooms and math 

random groups that don’t support the
social structure

Along with the 6Cs, the Four Elements

of Learning Design and integrated into
the planning of deep learning tasks and
activities.

Learning Hub in the library  digital

resources, print resources, hands on
resources (looks like the learning
crossroads room for teachers at
uottawa)

Flexibility for large and small group

collaboration, quiet places for reflection
and cognition, active areas for
investigation, inquiry and
communication

Learning partnerships

This is accelerated when teachers feel

confident in releasing control and invite
student voice and engagement.

These new roles push the boundaries of

the traditional role of the teacher.

Learning Co-Design
Virtual Simulations
 Augmented and virtual reality
Cloud communication

Teachers must ensure students have

the skills and competencies to critically
assess, discover, and create new
knowledge.

Nov. Bruce Hoey Creating Positive Behaviour First Aid The third path  read this book and
10/22 Behaviour – 1 Tip At A follow the 8 conditions of the 3rd path
Time creating.positive.behaviour@gmail.com
@creatingpositivebehaviour It starts with relationships: 95% of being
@hoey1822 a teacher

Be a Mr. Jensen  “I don’t think you’re

a problem, I think you’re a drummer”

No student wants to be bad. There are

always external factors. (mental health,
sick, peer pressure, gangs, hunger etc.)

Kids Have Stress Too  the teenage

brain, hippocampus, amygdala, frontal
lobe  with the teenage brain, there
could be a speed bump, car crash,
under construction etc.
 After age 25 this pathway
becomes more of a highway
ODD (Oppositional Defiant Disorder)
-students goal is to resist being
controlled
- is searching for control
- student frequently argues with adult
-student loses temper easily and often
-will become defiant with an audience
-sees direction as controlling
-blames and is unwilling to accept
blame
-is angry and resentful
-is spiteful and vindictive
-positive reinforcement is perceived as
manipulation
-is stubborn and unwilling to
compromise or give in
-persistent testing of limits
-is very bright
-often related to other mood disorders
(ADHD, Anxiety)
Cautions to Avoid:
-responding emotionally
-trying to convince
-threatening
-Increased consequences
-having interactions in front of an
audience
-remaining in an interaction for too
long, too much talking
Strategies:
-build relationships
-target interests
-simple directives
-offer choices (2)
-be brief and direct
-walk away
-deflect blame
-quiet reinforcement
-use CPS to find a “fix it” rather than a
consequence
-Use non-verbals

What is Anxiety?
- Affects people of all ages and
social backgrounds
- Often described as an emotion
caused by unidentifiable dangers
that often pose no threat.
- A small amount is realistic for
children and adolescents
- Often hereditary
- Estimated that half of children
and adolescents with anxiety
suffer from other mental health
disorders such as OCD,
depression, and PTSD.

Cycle of Anxiety: 1. Anxiety 2.

Avoidance (physical avoidance and
emotional avoidance) 3. Short Term
relief from Anxiety (made that decision
to face their fear, or to avoid it  but
that relief is short lived) 4. Long-term
anxiety growth (increases anxiety every
time you avoid it because you are
training your brain that when I avoid, I
feel better, but not for long. You need
to face your fears. I faced my fear and it
was okay. Then your brain learns the
opposite. Exposure therapy.

Anxiety Strategies:
-Patience
-positive, accepting, pressure free
environment
-relaxation and meditation
-role playing in small groups with
trusted people/peers (Friends for Life)
-worry box
-distractions
-exercise
-medication
-acknowledge feelings

Be mindful of what you put up on the

walls, if its on the wall, you should refer
to it, otherwise it’s just stuff on the wall.

Friends for life teaches coping skills 

learn how to rollerblade
http://friendsforlifeintl.ca/

The non-compliant student: refuses to

work, constantly questions educator,
says no
Pick your battles.
Ask yourself: Is it disrupting to others?
Can anybody get hurt?

Relax Intentionally
- Mirror and match
- Mirror neurons
- “I can tell you are really upset” “I
really want to understand”
- Validate their feelings
- You may need to get BIG, before
you can both get small again

“They aren’t giving me a hard time, they

are having a hard time”

Call admin to come take care of the

class, so you can talk to the student.

Use non-threatening words:

“I need your help”
“I need you to ….”
“I want you to…”
“You are not in trouble…”
“I’m not mad at you…”

Give time and space, use positive

language, break eye contact

Collaborative Problem Solving (CPS)

Dr. Ross Green
Take home message:
1. Pick your battles
2. Avoid the audience
3. Offer choices (2)
4. Choose your wording

The acting out child: more of them since

the pandemic and online learning

Determine external factors:

-time of day
-transition time (activity to activity,
place to place, adult to adult transitions
 ask the previous teacher what they
had just been doing, transition
smoothly)
-during class time

Remove the audience:

- The audience is scared
- Try and remove a few students
at a time
- In extreme situations you may
have to remove all at once, but
this may escalate the situation

CALL for help  the red card system,

red cards have rom number on it, a kid
is to bring that card to the closest
teachers room to you, that teacher then
knows that that room number needs
 help and can call admin as their class is
not in crisis

For safety’s sake: remain 1.5 meters

away, have an exit, do NOT block the
student’s exit.

Connect, Correct, Contain (the 3Cs)

Use non-threatening directives (help

them out of the hole, they can’t do it on
their own)

*DON’T FORGET TO DEBRIEF *

- acknowledge what happened,
but don’t debrief the same day
- the 24-hour rule, come back
when your head is a bit more
clear

Feb. Brittany Caring society https://nctr.ca/records/reports/ Spirit Bear Virtual School Coming Soon
28/20 Mathews (for teachers) check back in 6 months to
23 https://fncaringsociety.com/ a year
publications/jordans-principle-
infographic Calendar how to implement
reconciliation all year long
https://www.cbc.ca/newsinteractives/
beyond-94?&cta=1 Wabanos health centre in Ottawa for
Indigenous people
https://fncaringsociety.com/spirit-bear
http://www.odawa.on.ca/
 https://wabano.com/

http://inuuqatigiit.ca/2013/04/inuit-
family-health-team/

mental health support  an elder, can

use jordans principle for money for
tobacco for the gift for the elder, or
transportation to visit the elder or for
the elder to visit the school etc.
can use to help get a child a bed so they
don’t get put into the welfare system,
can help with culture and language

first nations kids are covered under

jordan’s principle  federal first nations

what about inuit and metis?  the

province

https://fncaringsociety.com/what-you-
can-do/ways-make-difference/
shannens-dream/shannens-dream-
timeline-documents

https://fncaringsociety.com/reconciling-
history/history-inequity
March Education Presentation by https://woodlandculturalcentre.ca/support/ 1903 – last version of the school – there
7, Woodland Brittany support-woodland/ were 2 fires before set by the boys
2023 Cultural
Mathews of The
Centre Known by number, everything had their
First Nations Visit https://
Child & Family fncaringsociety.com/7-free-
Caring Society of ways-make-difference
Canada.
 http://projectofheart.ca//wp-
content/uploads/2012/09/
condensed-timline.pdf
www.woodlandculturalcentre.ca
tours@woodlandculturalcentre.ca
https://www.survivorssecretariat.ca
number on it, you were called by your
number, did everything in the order of
your number
purposly separate familys, don’t give
3 sisters the numbers 11, 12, 13; give
them 11, 25, and 45 to separate them
even more and rip away their culture
-straps, rags stuffed in mouth, needle
pushed through tongue for speaking
own language
-spend entire visits in silence because
they cant speak native language, and
parents cant speak English, an
employee would sit outside the door of
the visitation room and listen to make
sure they only speak English, otherwise
they are punished
- given medication that has not been
tested, half get meds the other half not,
being tested on
- given packets of food by the army,
given to them to test to see if they were
sufficient for soldiers give them enough
nutrition
- Infirmary, 2 or 3 beds, usually don’t
separate sick kids from gen. pop. Only
would call if they thought the child was
going to die. The parents would sit with
their child as they die (tuberculosis).
- were not allowed to use the stairs
unless they were cleaning them, liked
that chore because at least then it got
them “out of that box” because you
could look out the window. They usually
were not allowed outside much,
- staff slept on the second floor, room
big enough for a small bed, dresser.
- three little bathrubs in one bathroom,
used that before they built the showers,
could have a bath once a week and
change their clothes. Fill the tub up
once and give one towel per tub. 35 kids
to wash, a lot of pushing a shoving,
smaller younger kids usually went last.
- 6pm bed time, 6am wake up – have to
try and go to sleep with daylight still,
used black curtains, used the pipes on
the ceiling as a game to play monkey
bars
- escape through the window, many
stories using the same window
- one escaped every year to go home for
Christmas
- the other went to pick apples in the
orchard out front, 40 trees, that they
were not allowed to pick or eat, she
gave the fruit to the younger ones, but
they had the cores left still, and she was
found out and disciplined
- showers added in the 50s, no
washrooms though, only showers
- when little girls soil their sheets, they
would strip her naked and scold her
with hot water in the bathtub. For the
boys they would tie the soiled
bedsheets around them like a diaper
and parade them through the cafetaria,
to shame them into not doing it again. .
- Boiler room, loud sound, meant sexual
abuse could take place without being
heard..
- next to the cafeteria,
-cafeteria, no talking, 20 mins to eat
their food, eat whatever was given to
them, porage, dry toast, powdered milk
(even though there were cows they
milked every morning, chickens, eggs,
but not for the children.
- no “proper breakfast” until the late
1950s
- would start cooking the porage the
night before and would have to ration it
- the nickname for the cafeteria was
called the “mush hall”, if they didn’t eat
it, it would be put on a shelf and regiven
to them again for lunch, again for
dinner, until they eat it or go hungry
-mushed up spinach and liver
- worms in dry goods, don’t bother to
throw it out, just cook it and serve it
anyway
- organ meat only – liver, heart, the
parts nobody else wanted
-older girls jobs in the kitchen or laundry
rooms, did the laundry for entire
building staff and students, as well as
neighboring homes laundry to make
money for the school. Abuse in the
laundry rooms, far away from where
the children slept and where it was
pretty noisy.
- solitary confinement space for running
away, a board and a pail, nothing to eat
or drink – put in there for a whole day
- 2 days, friend gave him 2 pieces of
bread shoved under the door
- “entertainment” for staff, each choose
a boy in the middle of the night, flight in
the hallway, using the pipes to tie their
arms to and were whipped then put
into solitary confinement, boys fight
each other until they are knocked out,
losers clean blood off walls and floors
before morning, winner gets to pick out
candy from the store.
- play space – no supervision, could
speak their own language, started to
form cliques (boys called them gangs)
had to find one way of entertainment,
used superiority, would tie a rope
around the poles to form a boxing ring,
fight club, no rules, no protective gear,
fight until they knocked them out,
“show up for your gang”
- 2 showers for 75 boys, lather up the
little ones to wash in the cold water,
then it heated up and the older boys got
their turn
- boys were outside every day, no
winter clothes in the winter, they would
put their feet in manure to save their
toes from frostbite, then had to stay like
that until their weekly shower
- boys would put the young children
ontop of the lockers to hug the hot
water pipe and pretend it was their
mother
- gather at the window at the end of the
year to see when they were able to go
home – some never did in the summer –
8-10-15 kids that don’t go home – all
waiting for their mom or someone to
come get them, but some of them never
did
- had to be signed out for the summer,
and had to agree to bring them back, if
they didn’t the parent would be put in
jail.
- same amount of work, less boys to do
the work, if there was an abuser on
staff, fewer boys to pick from
- girls stole string from the sewing room
and would draw on the floor to play
house in their play room
- library used to be the young girls
dorm, then was changed to a TV room
later on when there were fewer
students, some say it was the first time
they saw a TV – when students were
taken away from their families (60s
scoop) taken from “broken” families,
when parents could not take care of
their children in the eyes of the
government
 would have to take the milk to the
people in town, never given to them
- Had an alarm system on each of
the doors on the boys and girls
side to try and stop them from
seeing each other, didn’t stop
them though
- Passageways between the
rooms – found 3 beautiful quilts
inside the wall in a crawl space,
would crawl up and climb
through the ceilings to get to the
girls rooms, on the roof too
- Names carved in the bricks
behind the school, some older
than others, to leave a memory
that they were here, they
existed
- Sustained water damage in
2013, has a fundraiser to repair
it
March Working with Jeffrey Barber - OTF Resources https://www.otffeo.on.ca/en/learning/
9, Parents / (Director of - Importance of parent communication teacher-resources/
2023 Parent - Parent engagement MANY LESSON PLANS ^^^
Pension and
Engagement:
OTF Economic Affairs - Letter of introduction to the
Resources for Ontario Working with parents is one parents at the start of the year,
Teacher Teacher’s of responsibilities of teachers. how communication will work,
Candidates Federation) As the primary educator in meetings, boundaries, roles,
open the communication etc.
their children’s lives and as - Make sure communication is
partners in education, parents manageable for you and for the
contribute to a holistic parents.
understanding of our - Avoid educational jargon, no
students. Presenter: Jeffrey “surprises”, listen actively, make
positive calls too
Barber, OTF
- “This is what I’m observing
about your child at school; what
are you observing at home?”
- Role-play potential interactions
and difficult conversations.
- Update regularly.
- Supporting parents to help their
child academically:
- Create a quiet place for study
and review, outlining specific
strategies for how to study,
setting boundaries for use of
technology, screen time and
gaming at home, maintaining
the optimal amount of sleep and
rest needed for high
 performance at school, praising
effort and persistence in the face
of complex or difficult tasks.
- Help parents understand that
being supportive and positive
with their children at reporting
times will help their children
remain confident and resilient
learners.
- Acknowledge that some parents
just aren’t able to support
children’s learning at home.
- What you do and talk about in
the classroom is talked about at
home.
- Alert parents if there are sudden
or unexpected changes in
behaviour, dress, attitude, effort,
among others.
- Remember your duty to report
(CAS).
- Only share specific behavioural
observations (do not attempt to
diagnose)
- Invite parents to attend learning
sessions, offered by trained
health/safety experts.
- Teachers and parents may
respond to equity and inclusion
concerns from a different frame
of reference.
 - Presume positive intentions on
the part of parents and
guardians (positive intent –
advocating for their child)
- Try to resolve conflicts in a
timely manner.
- Use language that invites open
dialogue: “I can see/appreciate
that you’re upset about X. Can
you help me to understand what
the key issues concerns about X
are for you?”
- “Can you help me to
understand?”
- Call home, email, parent teacher
interview, parent signatures on
tests/assignments, daily
communication journal, course
outline at beginning of course.
March Supporting Ministry of Students experience multiple transition - Transitions – what are some
9, Student Education points throughout their academic potential challenges they may
2023 Transitions K- journey. The transition back to school face along the way? Think about
12 after a particularly disruptive year will the analogy of the caterpillar to
require focused support.  Sessions will the butterfly.
highlight points of transitions that - Entry to school, between
students face, possible challenges faced activities/settings, between
by students during periods of grades, between schools,
transition, and support available for elementary to secondary,
students who may not be meeting with secondary to post-secondary
success. - Change and transition is very
different. Change: fast, external,

 Make sure to not focus too much on
the “career” aspect of this, can be
stressful for students, focus on
education and life planning through
the transitions of our life
organisational, quicker, more
visible, more predictable,
physical, tangible. Transition:
slow, internal, personal, slower,
less visible, less predictable,
psychological, intangible.
- Clear connections between
positive transition experiences
and school graduation
- Increased academic
achievement is… a natural ripple
effect of successful transitions.
- Potentially long-lasting negative
effects on all aspects of
academic achievement with
negative transitions.
- Sense of Self: A Core Concept
- Despite the changes that happen
as a child become san adult
there remains an enduring
concept of self
- Transition Planning:
- Supporting Inclusion and
belonging.
- Individualized student-centered
approaches.
- Students have a caring adult in
the school.
- Addressing learning disruption.
- Community outreach and
supporting families.
 - The kindergarten program
(2016), growing success (2016),
creating pathways to success
(2013), learning for all (2013),
special education in Ontario
(2017), dual credit programs,
specialist high skills major (policy
and implementation guide)
- Education and Career/life
planning: What are my
opportunities? (Exploring
opportunities) Who am I?
(Knowing yourself) Who do I
want to become? (Making
decisions and setting goals)
What is my plan for achieving
my goals? (Achieving goals and
making transitions)

March ETFO: Your David Martin He in in Toronto attending the meetings - ETFO: teachers, OT, DECEs,
23, Profession for teachers bargaining with the Educational support personnel,
2023 Your Future province (yesterday and today) professional support personnel
(Elementary - Has 76 locals
Teachers ETFO social medias: Instagram, Twitter, - ETFO holds social justice in great
Federation of Facebook importance
Ontario) - Many Equities initiatives
- Anti-oppressive framework
- A history of teacher unionism
video:
https://www.etfo.ca/about-us/w
ho-we-are/our-history
- Unions exist to share wealth
- Businesses exist to make money
for only a few people
- When unions are strong, the top
10% get less wealth, when they
are weak, the top 10% get more.
- When unions are strong, money
gets shared to more people
- Unions = Equity
- In your school there is a union
rep (steward), in your district
school board there is a local
group, and in the provincial
office there are 4 elected
officials (president and 3 VPs +
other staff members).
- Provincial office jobs: Collective
bargaining (CB), communication
political action (CPA), equity and
women’s services (EWS) – ETFOs
Action on Anti-Black Racism--,
health and safety services
(environmental concerns,
asbestos, violence in schools,
children’s mental health,
symptom of that is acting out in
school because their needs are
not being met in some way) –
occupational health and safety
act (OHSA) book should be in
each school, must provide you
 with information, instruction
and supervision that you need to
be healthy and safe at work,
Right to participate, right to
know, right to refuse,
- QECO Category Years of
Experience salary grid, and level
of training determines your pay.
- FNMI resources – ETFO
Indigenous resources
etfofnmi.ca
- Child youth and family services
act: you have the
responsibility/duty to report. If
you are concerned that a child
needs protection.
- PRS matters – one page
documents that identify
common issues our members
face and recommendations for
how to address those.
- OTF (Ontario teachers
federation): survive and thrive –
online tool to sign up for.
www.survivethrive.on.ca
- Heartanddart.ca
- etfo-ots.ca
- QECO (Qualifications Evaluation
Council of Ontario)
- Make sure ETFO fee is coming
off your paystubs – or else you
 are not covered.
- How to get involved with ETFO?
- Sign up for newsletters, make
sure it represents your voice and
those in your school, attend
meetings, workshops,
conferences, volunteer for a
local or provincial committee
etc.
- “Any weakening in universal
public education can only be a
weakening of democracy” – John
Ralston Saul
March ETFO: Voices Graduate Amber Banes - Connect with your union
23, of Experience students from steward in your school.
2023 - Whenever you see these courses
the program who
offered, take them! (classroom
are now working management, oppression,
in schools around boundaries, unit planning)
Ottawa - Used to have 2-4 reports a year
in the OTs but now it is 2-4
reports every 4 weeks.
- A letter is not a contract. You
will get a letter saying you are an
OT, or a DOT, or a LTO.
- www.oceota.com  new
members section, expectations
for you and explanations on the
hierarchy of the union
- Duty to accommodate – as long
as it doesn’t create undue
 hardship for the board.
- Check with your union if you
need help advocating for
yourself, don’t do it by yourself
at the board, the unions have a
good relationship and know
what to do.
Panelists:
- Robin: career change for her,
French teacher – “if you go in
and are enthusiastic, the kids
will be too!” if you believe this
wholeheartedly, this is setting
yourself up for heartbreak and
failure. Negotiating for each step
of the day, do not engage in
negotiations, boundaries, fair for
everyone.
- Jessica: help others, kids and
adults with disabilities, was an
EA, teaching is not just about
academics, social-emotional
learning, kids need to learn how
to self-regulate and socialize,
academics are important, but
some days and some parts of the
day may be focused on social-
emotional learning and that is
still learning, just as important as
academics. We all have different
style and we won’t meet the
 needs of everyone, try not to
compare yourself to other
teachers, each teacher brings
something different to the table.
Work outside of the classroom
even not in schools shapes your
decision making and is just as
important.
- Holda: Plan was to teach abroad,
but COVID stopped that, ended
up getting an LTO (not an OT),
was a 50% that changed to
100%, contract teacher teaching
kindergarten. No year is the
same, your plans change. Hold
on to the people in your cohort.
Having a thinking partner helps.
This is one of the most
challenging. You can work your
work hours and make it happen.
Don’t stay until 8pm. It’s not
healthy, put yourself first. Do
what you can within your work
hours, set those boundaries
now, and work within them, and
keep them.
- Fatimah: did not pass her
interview and taught at a private
school, following year applied
and got in, got a DOT position,
then a LTO middle French
 immersion (doesn’t speak
French), first time writing report
cards, now in a grade 5 class.
Urgency to stay informed. You
all come knowing, but you don’t
know everything. There is still so
much more, keep up with it. You
will be writing IEPs, report cards,
looking into the OSRs, get to
know everybody on staff, don’t
be afraid to try new things, know
your policies and procedures for
your boards, get to know your
unions, go out to the orientation
days, if you miss those e-mail
your union for what you missed.
Continue to lead with grace and
compassion for your students
and for yourself. ETFO PD days in
Toronto, they pay for your food
and for your supply for your
classroom.
- Legally, you need to be at the
school 15 mins before the day
begins, and when the school day
ends when there are none of
your children left in the school
for the day, you can leave.
- Don’t get paid an hourly wage –
you’re being paid a professional
wage to do your professional
 job.
- Very focused on one’s identity
right now, older teachers aren’t
old, they have other relevant
experiences, connect with those
teachers, and recognize you are
learning from each other –
young and old.
- Equity employment groups with
the ETFO: Jewish, Muslim,
LGBTQ+ etc.
- AQs through ETFO: spec. ed.
Part 1  found here:
https://etfo-aq.ca/catalogue/
- Can get to that A4 level faster,
could pursue a masters, but
admins are looking for
candidates that can bring more
into the school, the AQs will
support you better in the school.
- AQs are determined by the OCT.
and ETFOs are highly approved.
- Check the biographies of the
teacher who is teaching the AQ.
Check uOttawa, check queens,
check ETFO (for price differences
too).
- How much is actual learning and
how much is add a comment to
the discussion stuff
(performative).
- OCDSB mentorship program:
collaboration between the board
and union, NTIP TPAs, pass them
and you’re out of the program –
not a new teacher anymore.
- If you become an LTO, you can
participate in the NTIP program,
teacher performance appraisal
when you’re a contract teacher.
- LTO NTIP program is optional.
Contract teachers must do it no
matter what. Even if you already
did it as an LTO.
- If you are teaching a French
class, you need to write your
lesson plans for someone who
cannot speak the language.
- Engaging games with videos
from YouTube where you’re
looking for a certain word in
French or something engaging.
- You are going to forget to do
something important. It is okay.
It’s what you do when you miss
it that matters.
- Just keep listening, this is my
problem, maybe then someone
will hear it and offer help and
solutions to try.
- Don’t want to be too nice, but
don’t want to be too strict. Have
 the kids tell them about
themselves, you’re listening, but
the kids are seeing more than
that. Have to follow through on
what you say, so don’t ever say
something you cannot follow
through on. Be very specific with
your expectations and be very
specific with your consequences.
- Be upfront a little stricter than
you need to be. It is easy to let
the reigns slack a bit than it is to
reign them back in.
- Number one job of the OT is to
keep them safe, #1 priority.
- Be careful out there, you are
walking into spaces where you
don’t know what might trigger a
child, the culture, the ways of
the space you are entering, what
you are saying, not saying, your
actions. Doors are open, no
touching children etc.
- Don’t loose your career before it
starts. Take care of yourself and
be knowledgeable and careful,
know the safety plans.
- Step programs for multilingual
learners.
- Don’t be shy to admit that you
don’t know, there is no such
 thing as perfection. If there is
trauma in your life, that takes a
backburner, you are there for
the kids.
- Expectations are not board
specific. Can change from school
to school, class to class.
- Each student in your class is a
part of your team.
- Child on a table, you cannot
touch them. They are not in
imminent danger, until they
start to fall. De-escalate them to
get them to come down.
- Nurtured heart approach:
“Thank you mark for holding
that chair so safely”  he put it
down, did not throw it.
- Network with teachers who have
disabilities: OCDSB employee
resource group, there’s one for
mental health too. We all need
support.
March Metis 101 Dan McFadden – Metisnation.org - Historic metis timeline
28, MNO – Metis psesupport@ - “Get Together” bilingual
2023 booklet.
Nation of
https://www.metisnation.org/ - Voyagear facts (voyageur
Ontario programs-and-services/education- provincial park?)
training/metis-languages-initiatives/ - Bannock recipe
Rene Laurin - L’assomption sash
Chantel Cote MLISUPPORT@METISNATION.ORG - Statement of prime purpose
 Metis languages and history of Ontario
https://www.metisnation.org/ - Michif (Metis language)
programs-and-services/education- - Western Michif is a combination
training/k-12-education-support/k-12- of cree and French
metis-education-kit/ - March 31st 2023 national
metis education kit ^^ indigenous languages day

- Bungi (language)
- Traditionally spoken in the
English parishes in red river, the
interlake district of Manitoba
and some remote northern
communities in Manitoba and
NW Ontario. Ojibwe heritage
- Brayet (language)
- Predecessor of French Michif
- French Michif – a dialect of
Canadian French, however, it
differs from standard Canadian
French, most French speakers
cannot understand it
- Western Michif/Heritage Michif
- Comprised of mostly French
 nouns and cree verbs and
adverbs
- Cree speaking mothers, French
speaking father  Michif
speaking children (as neither
parents could speak each others
language)
- Not speaking “bad French” it is
Michif
- Michif Memory game
- COPA “A Circle of Caring Toolkit”
- https://info-copa.tumblr.com/
post/130235737547/a-circle-of-
caring-launch-of-copas-
new#:~:text=Designed%20with
%20and%20for
%20Aboriginal,supportive
%20environments%20for%20all
%20children.&text=Topics
%20include%3A,Supporting
%20children's%20success
- Metis is its own distinct culture,
race and culture are different.
Many multi race people in
Canada, but what do they
practice culturally? Acknowledge
the district identity of the Metis
people
Chris Anderson – Metis (book)

*The description may be copied from the outline in the posting for this event.